Progression in Students’ Understanding of Water Concepts at Junior High School

• Main Authors: Chih-Kai Wu, 吳智凱
• Other Authors: Fang-Yu Hwang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/60000992029100699726

碩士 === 國立臺灣師範大學 === 化學系 === 97 === The purpose of this study was to investigate the progression of junior high school students’ understanding levels, cognitive structures, and possible existing misconceptions about water conceptions. The open-topic-based questionnaire in the research based on the principles of developing the two-tier test, and was combination of the course of water in junior high school and everyday life conceptions. The research sample was opted from Taipei city, convenience sampling with two classes from every grade in six schools (N=1130). The subjects in all six schools were taken the test in the middle of September to October and the time of test was limited to thirty minutes. At the time of the study, 7-grade students hadn’t taken any courses of water, but they were according prior knowledges and every life conceptions to answer. In the data analysis, including two sections of multiple-choice questions and questions. Multiple-choice part of the option, expressed as a percentage of students in the number of options to choose the correct ratio. Multiple-choices and questions some of the reasons for Perry scheme, were classified over the third level of the information, as students had the ability to described the concept correctly, was the passing, and then their ratio statistics. By data analysis, researcher inferred and assumed five conclusions, which were as follows： 1.Junior high school students’ understanding of water concepts can be improve when they are developing. 2.Junior high school students possessed some misconceptions of the nature of the change of three phases of water. 3.Scientific terms are hard for junior high school students to use correctly. 4.Junior high school students incline to described by the macroscopic nature of matter rather than the microscopic. 5.Because of area, junior high school students understanding the water concepts in science could be difference.