| Summary: | 碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 98 === The purpose of this study was to explore the effects of language games on conceptual changes about burning. Subjects are 66 junior high school students in two classes of eighth grade. Using the quasi-experimental method, the experimental instruments included one-group pretest-posttest and retention test. On the basis of previous studies about misconceptions of burning, the researcher designed and embedded four language games, which include replacing, naming, packing and unpacking, in the instruction of burning. In this experiment, paired-samples t-test was used to evaluate students’ progression through the instruction associated with four language games, and to examine the difference of student scores between pre-test and post-test, post-test and retention test. The results indicate: (1) The majority of students have misconceptions about burning. (2) After teaching, the student scores increases up to 18.8% and 17.1% in each class. (3) There are significant differences (P<.01) between pre-test and post-test, showing language games have positive effectiveness. (4) There was no significant difference between post-test and retention test in the first teaching, but in the second teaching there was. In conclusion, the researcher proposed several suggestions on teaching instruction, materials and further related researches according to the results of this study.
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