The Influence In The Misconcept Of The Elementary School Sixth Grade Students By Using Different Kinds Of Reading Scientific Context In The Class-Take The Example Of The Concept Of The Water Resources

• Main Authors: HUANG SU-MING, 黃書敏
• Other Authors: SHING MARN-LING
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/04432276813268872093

碩士 === 臺北市立教育大學 === 自然科學系碩士班 === 96 === This research wants to investigate the influence on elementary school students of the misconception of water resources.It will do this by using two different kinds of scientific reading methods which are narratives and expository in the area of Nature and Science Technology in elementary school. This research uses the quasiexperimental investigation method. The handout in the title of Water Resources Education, written by the writer herself, is used in the research. We use the narratives of scientific reading methods in the lessons related to the subject of water resources.By contrast, we will use the expository of scientific reading methods in the lessons related to the same subjuct. We follow the syllabus mentioned in the textbook teacher’s manual published by the Newton Publisher, 2006, to teach the students. After that, we divided the class into two groups, one group read the expository context in the reading activity by themselves, and the other group read the narrative context in the reading activity by themselves. These two groups would not be allowed to discuss with each other. We compare these two groups’outcomes. We have used the questionnaire entitled The Concept of Water Resources Conservation in Elementary Students to the preceding 3 group students before the experiment. After the experiment, we survey the students with the survey entitled Water Resources Education Scientific Performance Survey. And again, we compare the preceding 3 groups’outcomes. We use outcome of the questionnaire and the writer’s observation in the class, to interview the students with high, medium, and low performance to understand more about the influence of misconception on elementary school students by reading different types of scientific context related to water resources in the class lessons. We have come to a conclusion as follows: 1.The students of the two comparative groups in the research have clearer concept about water resources misconcept and are better than the controlled group. By comparison, the outcome reveals that the clarification of the concept of the students who read the expository context is better than that of the students who read the narrative context. We find that the expository context is more helpful to the students in clarifting the related misconcept. The students who read the expository context may lack the ability to comprehend adequately so that they can’t understand the scientific concept mentioned in the context. And the writer found that, in the students’survey sheet of reading, some students can’t what is important in the context. The writer would doubt that this would be one of the factors in the comparison. 2.We mainly survey and compare the result in the exams of the subject of natural science. According to the condition in which students learn in the area of Nature and Science Technology , the scores in the area of Science and Technology Learning Areas of the two experimental groups and the controlled group are up obviously, and the average final scores of the students in the two experimental groups are slightly better than that in the controlled group.