The Effect of Visualized Learning System with Conceptual Change Strategy on Correcting Misconception in Diode Circuit Learning

• Main Authors: Pei-Jung Pan, 潘霈榕
• Other Authors: 張國恩
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/79712257975131823082

碩士 === 國立臺灣師範大學 === 資訊教育學系 === 96 === The purpose of this study is to optimize the effect of correcting misconception in diode circuit learning by applying Visualized Conceptual Learning System with Predict-Observe-Explain Tasks (POE-VCLS). Therefore, it can diagnose the misconceptions of learners in diode circuit by POE-VCLS. Following learners can be more interested in learning electronics due to Visualized Teaching with Predict-Observe-Explain Tasks. The subjects of this research were undergraduates in department of industrial technology education. The subjects were randomly assigned to experimental group and control group by subjects’ pretest grades. Experimental group used Visualized Teaching with Predict-Observe-Explain Tasks to learn misconception but at same time control group used conventional web teaching to learn misconception. Finally the experimental group would be quizzed by questionnaire after post-test, due to understanding the effect of learning misconception attitude through Visualized Teaching with Predict-Observe-Explain Tasks. The experimental results showed that the Visualized Teaching with Predict-Observe-Explain Tasks had better than conventional web teaching in learning misconception. Afterwards POE-VCLS would record different conditions of learners. Then the experimental results showed that experimental group notablely had positive correlation between the effect of learning misconception and reading time, but control group did not. Besides, the results of questionnaire showed that learners had positive attitude to use POE-VCLS to correct misconception in diode circuit learning.