The study on the conceptual changes of optics using group argumentation into POE instructional strategy

• Main Author: 曾建城
• Other Authors: 陳錦章
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/61964859369330996567

碩士 === 國立彰化師範大學 === 物理學系 === 97 === Abstract The Study on the Conceptual Changes of Optics using Group Argumentation into POE Instructional Strategy This study aims to discuss the effectiveness of students’ conceptual changes and learning proficiency by using quasi-experiment study design. Students are taught with the developed materials in optics, including the essence of light, the straight propagation of light, the reflection of light, the refraction of light, light and shadow, and light and vision, under the Prediction, Observation and Explanation (POE) Instructional Strategy in Group Argumentation. Subjects are 154 tenth-grade students from four classes in a senior high school in Changhua City. Among the four classes, two of them are respectively labeled as an experimental group and the other two are labeled as a control group. The experimental group was instructed with the materials developed by the researcher, using Group Argumentation into POE instructional strategy. Meanwhile, the control group was instructed with the current materials at school, as well as the inquiry instruction of demonstrative experiment and inquiries. Before instruction, students of two groups had taken the pretest of proficiency test and the pretest of two-stage diagnosis test in the misconception about optics. Then, they took the post-test of two-stage diagnosis test in the misconception of optics and the proficiency test in a week after teaching. Data was analyzed by descriptive statistics and one-way ANOVA. Based on the results, the specific effectiveness of supporting Group Argumentation into POE is summarized as follows： 1. After using the materials in teaching under the POE Instruction Strategy with Group Argumentation, the conceptual correctness, conceptual changes, and learning outcomes are superior to those under the current teaching strategies provided in the textbooks. 2. After using the materials in teaching under the POE Instruction Strategy with Group Argumentation, on students’ performances of the misconception post-test, students of the experimental group have better logical comprehension than those of the control group, say, they hardly select the conflicting choices. 3. Based on Chi’s category, using Group Argumentation into POE Instruction Strategy has better effectiveness in developing naive conceptions of matter than the current instruction strategies. Meanwhile, it is also more effective in developing misconceptions whether in the same categories or not. 4. Among students in two groups, there are no significant differences in learning the new contents about umbra and penumbra. 5. Based on the learning sheet in learning the contents about umbra and penumbra, students of the experimental group easily get myth in the inference of dot to line lluminant. The researcher concludes that there are three myth types, e.g., adjustment type, mirror-image type, and plain type. 6. Based on the analysis of students’ argument in the teaching process of POE Instruction Strategy with Group Argumentation, there are no significant differences among the argumentation quality, misconceptions, and learning outcomes. Key words: quasi-experiment study design, POE Instruction Strategy, Conceptual Change, Group Argumentation, Optics, misconception