A Study of Third Graders' Conceptual Learning of Evaporation and Condensation Through Hands-on Science

• Main Authors: LEE SUI HUI, 李素惠
• Other Authors: 耿筱曾
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/85264011362414571195

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 96 === The study was based on the perspective of human constructivism to investigate the conceptual learning of 3rd graders’ concepts of “evaporation” and “condensation”.This study was a quasi- experimental research of both qualitative and quantitative. The subjects of this research were the third grade students from an elementary school in Taipei County. Two classes were selected as the experimental group (65 students) to perform hands-on actives strategies and the other two classes were selected as the control group (65 students) to perform general teaching. In the process, the teaching and learning activities were two months. In order to investigate the 3rd graders’ conceptual learning, based on students’ second-year grades, selected 16 students from the subjects and semi-interviews were given to the students to study in depth their alternative conceptions of “evaporation” and “condensation and the process of concept learning were analyzed. The achievement performance of the students was based on the quasi-experimental method by using SPSS 12.0 to analyze the single factor covariance. The results and findings of the research could be summarized as follows: 1. The subjects have many alternative conceptions of “evaporation” and “condensation” and the concepts of “evaporation” were better than the concepts of “condensation”. 2. Through hands-on Science strategies, the type of students’ conceptual changes could be summarized as follows: (1) Concept of the material category, the change of the most subjects was within ontological conceptual change. (2) Concept of the process category, without across ontological conceptual change, the change of the most subjects was within ontological conceptual change and with across ontological conceptual change, the change of the most students was across ontological conceptual change. 3. Through hands-on Science strategies, the effects of learning “evaporation” and condensation” concepts in the subjects include: (1) The concept learning of the subjects has risen significantly. (2) The concept learning of the subjects with different learning levels have positive effects. (3) The sustainable learning effect of concept learning for subjects have positive influence.