| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 95 === The study of integrating analogical bridge into teaching buoyancy for overcoming students’ misconceptions at junior high level.
Abstract
By using quasi-experiment design, the main purpose of this study was investigated what kinds of buoyant misconception junior high school student have. Than I design a buoyant material which integrated analogical bridge and analogical learning cycle .The experimental group was taught with analogical bridge and analogical learning cycle integrate into buoyant materials, and control group was taught with general context books.
Finally, I investigate the transforming on the buoyant misconceptions of experimental and control group students.
The buoyant misconceptions diagnostic test was designed through the open style question design. First, I test two classes in advance, one has studied buoyancy unit class, and the other has not. Moreover, I analyze what of buoyancy misconception these students have. And develop it into two-tier buoyant misconceptions diagnostic test. In this case, I select two classes who were second junior high school students and never learn buoyancy unit graders in Zhanghua County as assigned experimental group and control group. The experimental group was taught with analogical materials that designed by researcher, and the control group was taught with general context books. These two classes were both taught by their present physical –science senior teachers. The discussion about analogical materials with experiment class teacher before class proceeds. I give each group an assessment of buoyant misconceptions diagnostic test and analyze what the buoyant misconception is in students. The data research includes student’s worksheets, classroom observing, video and sound recording, and buoyant misconceptions diagnostic test. The data analyze from the two groups’ per- test and post-test mean value’s difference made a t-test, to compare the misconceptions transforming. And I analyze the qualitative data, which includes the discuss process, video recording in view of the experimental group. The results were found as follows：
1. The researcher divided the junior high school student’s buoyant misconceptions into four types.
（1）These buoyant misconceptions about deep object.
（2）These buoyant misconceptions about buoyant object.
（3）These misconceptions about the weight of object in the fluid.
（4）These object’s misconceptions was about buoyant or deep .
What the students are easy to make mistake in various types of misconception are described as below：
Students misunderstand that the object density can explain the object buoyancy.
Students misunderstand that the resistance can explain object buoyancy.
Students misunderstand that the object density can explain the object buoyancy.
Accounts for the volume by the object in the liquid level the proportion to judge the object by mistake to receive the buoyancy value.
Students misunderstand that the object density smaller than fluid have bigger buoyancy.
2. The per-test and post- test value at two groups difference, namely the transformation of misconception, makes the t-test. The experimental group which was taught with analogical bridge performed significantly better than the control group which was taught with general context books.
3. The integration of analogical bridge into teaching buoyancy and combination of analogical learning cycle which refers to four analogical mechanisms of identification, retrieving, mapping and evaluation can help students overcome misconceptions.
Key words：analogical bridge, analogical learning cycle, misconception change, buoyancy
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