| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 96 === The purpose of this study was to investigate elementary school first graders’ concept of “air”, including their naïve ideas towards “air” before the class session and the learning process during and after the class session. The study was conducted through a qualitative study, and the means used in this research are: questionnaires for diagnosing concepts of the students before and after the class session, professionals’ concept diagrams of “air”, and the outlines of the interviews. The subjects of study were thirty-two first graders (nineteen boys and thirteen girls) at a large elementary school in Taoyuan. The time period lasted approximately eight weeks (thirteen classes, or five hundred and twenty minutes). The design of the curriculum was based on “air” related interesting science activities and after the class session, the participants received diagnostic assessment about the concept of “air”. Before, during, and after the class session, semi-interviews were given to the students to study in depth their naïve thoughts and the process of concept learning. In the meantime, the concept learning characteristics of the learners were analyzed.
The results and findings could be summarized as below：
a. Before the class session, the students were more familiar with “the effect of wind”. However, the ratios of naïve thoughts towards “the nature of air”, “the phenomenon of wind”, and “the nature of wind” were higher comparatively.
b. During the class session, students’ concept of “air” possessed the following characteristics: for “the nature of air”, students had more naïve ideas towards “air”. In the area of “the phenomenon of wind”, “the nature of wind”, and “the effect of wind”, more meaningful learning was perceived.
c. After the class session, the students were more able to participate in the activities that interested them, and more deep impressions were made when the opportunities for personal experiences or hands-on activities were offered. The manipulation after class and discussion among peers generated more stimulation to positive thinking and then students were able to adjust their preconceptions.
d. Through the teaching activities, first graders could benefit abundantly when reminded to pay attention and observe carefully.
Based on the findings of this study, integrating interesting science activities into the curriculum were effective on assisting students to develop the concept of air.
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