| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 95 === Utilizing action research, the study investigated the problems encountered and the solutions during the development of teaching materials, and the effect of the exploration teaching method for junior high school Electrical Science course on students with different learning style, aiming to understand problems and problem solving that students with different learning styles come across in 5E Electric Circuit course exploration teaching method. The action research was conducted according to the action research spiral approach (Kemmis & McTaggart. 1988), while the lesson plan was written using the 5E model(Bybee, 1990), focusing eighth graders from two regular classes in a rural junior high school in central Taiwan where the researcher teaches as subjects. The researcher’s findings showed as follows:
1. Problems encountered by teachers and their problem solving strategies in the employment of exploration teaching approach for junior high school Electric Circuit module
(1) At the beginning when designing lesson plans using the 5E model, did not know how to relate the 5E instructional model to the concepts presented in the module. Through literature review, expert instructions, and via exploration, the teachers helped students understand the relationship among the concepts.
(2) Having difficulties in helping students understand and realize an abstract concept for that the materials are designed using the 5E model.
The teachers helped students grasp clearly the concepts of electric voltage, current and resistance through measurement operation.
2. Problems encountered by students and their problem solving strategies in the exploration teaching module designed using the 5E model.
(1) Students with learning styles of A, B, C, D had difficulties in comprehending the circuit concept in the first learning cycle. However, all of the students were able to illustrate the circuit concept without lightbulb demonstration by the teacher in the second stage.
(2) Students with learning style of A could not finish the exploration experiment properly in the first learning cycle. However, under appropriate instruction and with the provision of simplified circuit diagrams, they were able to accomplish the experiment in the second stage.
(3) Students with learning style of B could not realize the exploration concept in the first learning cycle. However, under the teacher’s guidance, they were able to accomplish the experiment in the second stage.
(4) Students with learning style of C were not willing to learn as they did not get used to the exploration teaching approach using the 5E model. After the request of change of learning style, and under the guidance, they were all able to complete the experiment properly in the second stage.
(5) Students with the learning style of D showed no problems with both the operation of experiment and presentation of conclusion.
Keywords:
Exploration teaching, junior high school electric circuit concept,
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