| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 96 === The purpose of this study were to develop two teaching- learning sequences (TLSs) on evolution unit at junior high school by using the learning-goals-driven design model, and to investigate the design changes of the two TLSs and their effects by analyzing TLSs and students’ conception about evolution. By adopting design research, the two TLSs were developed in the two classes taught by the researcher. Data were collected by the Conceptual Inventory of Natural Selection (CINS), paper and pencil test of evolution, design-guided learning sheets, interview, teaching journal and related information. The two TLSs analyzed and redesigned based on these data.
The findings of this study show that unpacking the content structure of evolution unit and acquainting with students’ conception can help designer develop curriculum activities of evolution unit in the changes of the two TLSs. Through analyzing learning performances, designer can acquaint himself with the conception used by students in the activities, and develop curriculum activities based on learning performances. The findings also show that when designing evolution unit at junior high school, the various levels of organization that are used when explaining evolution should be made explicitly, and the explanation of evolution may be influenced by conception of limiting environment factors and misconception about genetics.
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