An action research study based on analogical learning cycle to develop a module unit related to the concepts of velocity and acceleration

• Main Author: 李奇芳
• Other Authors: 林建隆
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/51834168257165174954

碩士 === 國立彰化師範大學 === 科學教育研究所 === 97 === This study took the method of action research. The paper probed into the difficulties and solutions which have encountered in the process of the module in velocity and acceleration with the analogical learning cycle materials. Afterward the research also reviewed the learning effects on the velocity and acceleration concepts, and students’ attitude expression on the subjects. The module include four activities：1.One step one footprint： understanding solutions and definitions of path length and average speed.；2.No pays no gains：understanding solutions and definitions of displacement average velocity；3.A cricket and a frog jump：studying constant velocity motion and constant acceleration motion；4.Help Cinderella：learning x-t and v-t graphs of constant velocity motion and constant acceleration motion. The research subjects are the students from two regular classes in a junior high school in central Taiwan. Data collection included worksheets, interviews, classroom observations, the teachers’ reflection notes, questionnaires, and administering measure questionnaires. The data analysis primarily adopted the qualitative analysis, and was further supported by quantitative analysis. The findings showed that the process of working with teachers’ team on the teaching module could be divided into 5 phases:(1) verifying instruction methodology,(2) selecting topic, (3) building teaching units,(4) implement module pilot trial,(5) designing teaching theme and activities. The difficulties during the first teaching included : the teacher’s teaching guidance, the student’s teamwork learning,and design of worksheets. The strategies proposed after encountering difficulties during the first teaching were well adopted by the students taught the second time.After practicing the second teaching module,from Cognition skills: students’ correlation percentage at the learning achievements is 70.79％. The progressive percentage of the Seven concepts has risen by 21.1％.The highest progressive percentage is the concept that the motion of acceleration does not change with time is constant acceleration motion.The increase is 29％.In emotive skills: most students liked the teaching module.The teaching promotes students’interests in learning. From teamwork aspect:It makes studying successfully ,increases the efficiency of studying by group discussion and helping each other,and also promotes the emotion and unspoken consensus among classmates.