A Study of Conceptual Change Mechanism of Ninth-grade Students applies “The Torque and Rotational Motion” of “5E” Inquiry Instructional Strategy Integrating into A Multidimensional Framework for Conceptual Change

• Main Author: 李曉雯
• Other Authors: 徐順益
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/15648545601206935392

碩士 === 國立彰化師範大學 === 物理學系 === 96 === This study aims at applying “The Torque and Rotational Motion” of “5E” integrating into a multidimensional framework for conceptual change, which was advanced by Tyson and other scholars, to investigate the conceptual change mechanism of ninth-grade students. Eighty ninth-grade students in junior high school in central Taiwan had taken the pretest of two-stage diagnosis test in the misconception of the torque and rotational motion as the instrument of this study. Firstly, before teaching, the researcher conducted the interview with twelve students, who were chose from the whole subjects, to comprehend the conceptual ecology. Secondly, the researcher realized the conceptual change mechanism from teaching the teaching material in the unit, “The Torque and Rotational Motion,” which is developed by a multidimensional framework for conceptual change, and observations of the class. Thirdly, after teaching, the researcher conducted the interview with twelve students, who were chose from the whole subjects, to understand the result of conceptual change. According to the result of this study, if the teacher can distinguish the misconception into the exact ontological category and adopt appropriate strategy, he/she can help the students fulfill the conceptual change. The specific results of this study are summarized as follows: I.In terms of the change of the category that the students should experience in the learning process, the misconception that the students qualify can be divided into three types before teaching the unit, “The Torque and Rotational Motion”: conceptual change within an ontological category in the same conception, conceptual change across an ontological category in the same conception, conceptual change across an ontological category in different conceptions. II.That the students fulfill the conceptual change in all types of misconception, after teaching the unit, “The Torque and Rotational Motion,” shows that the teaching material, “5E” integrating into a multidimensional framework for conceptual change, is helpful to overcome the misconception. Still, the conception of one of the subjects qualifies the judgment between the laborsaving and laborious in lever with correct conception in science and the misconception of material ontological category is accordance with Chi’s ontology. It may be inappropriate to think of conceptual change across ontological categories as a change at all, and it may be more proper to think of this kind of radical change as the development or acquisition of new conceptions, with the initial conceptions remaining more or less intact. III.Before accepting the teaching material, “The Torque and Rotational Motion” of “5E” integrating into a multidimensional framework for conceptual change, the major conceptual change mechanism in the process of learning is as following: 1.After the conceptual conflict of the students, the researcher provides them an apprehensible and reasonable experiment, which is conducting by students. And this conception is fruitful to solve new problems. 2.Through the increasing or gaining the correct idea of ontological attribute, the students can enhance the cognition of the ontological category or assign the conception to a new ontological category. 3.The group discussion redounds to the clarification of conception by group competition.