A Fusion of Spiral of Knowledge Theory and Problem Center Double Cycle Model An Action Research of High School Mathematics Teaching

• Main Authors: SHU-JU HER, 何淑如
• Other Authors: CHING-KUCH CHANG
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/14280209533927616526

碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === The main purpose for this study is to introduce the procedures for the spiral of knowledge, the evaluation methodology into the PCDC teaching models. In addition, the processes and results of the knowledge transformation will be observed and recorded. This study adopted action research for two senior high school classes one of which is the 1st grade of senior high school functioning as an experimental group while the other of which receives the traditional instruction, functioning as the control group. Two pretests were administered and one formal test was applied to both groups. The data were mainly collected from teaching journals, teaching videotapes, recording forms for the subgroups, the evaluation forms for the knowledge transformation, testing questions for the problem solving ability and the study sheets for the course content. While qualitative data mainly focused on the content analysis, the quantitative data focused on statistical analysis of the evaluation form by using SPSS. We are trying to understand the issue whether after we integrate the theory of the spiral knowledge with the PCDC methods, studied participants’ ability on transformation of the personal knowledge, on problem solving will be promoted or not. The results indicated that participants’ socialization, externalization, internalization, the capabilities on the knowledge transformation and problem solving are reliably promoted whereas the combination did not result in the reliable effect, which might be due to the fact that the participants in this study were insisting on their original creativity for their conclusion and the fact that the teacher could not appropriately induce the participants to contemplate other groups’ conclusions. Another finding is that while the teacher guides the knowledge transformation of combination, he should use open questions to induce students to rethink their subgroup conclusion, and subgroup recording forms will help students concentrate on the difference of each subgroup conclusions. Keywords：action research, PCDC teaching model, the knowledge spiral theory.