以CMDA探討國小六年級學童概念改變—以「熱與我們的生活」單元為例

• Main Authors: Liu Wei-Chi, 劉偉琦
• Other Authors: 楊龍立
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/42360416198454821656

碩士 === 臺北市立教育大學 === 科學教育碩士學位學程 === 96 === An essential conception of the constructivist's view was that knowledge was actively constructed by learners, not passively received from teachers. Based on the constructivist theory, the study used Concept Mapping with Dynamic Assessment (CMDA) to generate teaching strategies in order for investigating the 6th grade students' conceptual change on “Heat and our life”. In this research, the data were collected by selecting sample students from the researcher's class and analyzed qualitatively. There were eight students participating in activities related to this research for the learning results. The results and findings were below: 1. Students' misconceptions of Heat: Misconceptions always hindered students' learning. The research found out that the reasons caused students'' misconception was under the influence of insufficient knowledge, previous experiences, teacher's teaching and peer and so on. Before conducting the study, there were four types of misconceptions about “Heat” were identified: (1) Students were confused about "the essence of heat"(2) Students had misconceptions of "the latent heat" (3) Students had misconceptions of "the heat conduction"(4) Students had misconceptions of "thermal expansion" 2. The use of CMDA in teaching: When CMDA was used in teaching, it helpd teachers to understand student thoughts and focus on the teaching targets to offer proper leading. As for students' learning, CMDA increased their confidence and effect in study, helpd them to monitor the study subject, and offered the opportunity to clear misconceptions actively. CMDA also improved teacher and a student’s relationship. 3. Students' concept learning and conceptual change : Different learning style made the differentiation between students. Students' concept learning could be divided into three types, they were concept acception, concept reorganization and concept construction. Concept construction belonged to meaningful learning; concept acception only to accept the "learning concept"; concept reorganization is: After new and old concept conflict, using teacher’s teaching or knowledge of book to learn concept.