Modeling teaching to inquisition of the elementary school fifth grade student acid and alkali mental model change

• Main Authors: Chiu Po-Jung, 邱柏融
• Other Authors: Chiu Mei-Houng
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/89608669576162810522

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 97 === Modeling teaching to inquisition of the elementary school fifth grade student acid and alkali mental model change Abstract This study embarks by the conceptual change's viewpoint, discussion modeling teaching to change of the elementary school fifth grade student acid and alkali mental model. This study in view of the elementary school stage's acid and alkali concept, the design suits the elementary school stage the modeling teaching plan, and develops the acid and alkali concept two tier diagnosis type questionnaire. By interview with the questionnaire collection material, analyzes and reorganizes goes abroad the acid and alkali mental model which the fifth-grade student has, and knows the country elementary students from this after the modeling teaching later period the mental model change. This study altogether interviewed 19 elementary school fifth grade student, and uses the acid and alkali concept two tier diagnosis type questionnaire, altogether investigated the experimental group (modeling teaching group) and the control group (common teaching group) each 50 students. The study discovered that the elementary school fifth grade student the mental model mainly has in the acid and the alkali significance and the nature: 1. phenomenon model (38%); 2. key words model (23%); 3. deduction model (36%); 4. microscopic structure model (36%); 5. micro-particle model (34%). In the acid and alkali neutral part, this study has 1. acid and alkali coexisting model which discovered before the teaching 1 (33%); Acid and alkali coexisting model 2 (17%); 3. offsets the model (41%). In the acid-base indicator part, this study discovers the specific color model (29%) and the scientific model (65%). In the teaching, this study also discovered that no matter is the modeling teaching group perhaps the common teaching group, after the teaching these mental models still had the appearance, but its distributed situation has a difference. In acid and in alkali significance and nature, after the teaching, two groups of key words models obviously drop, the modeling teaching group's students mainly shift to the deduction model; But the common teaching group mainly shifts to the phenomenon model. In the acid and alkali neutral part, acid and alkali of coexisting model the modeling teaching group and the common teaching group of obviously drops, generally the teaching group mainly shifts to offsets the model; But the modeling teaching group's students besides shift to offset the model, some 38% student may achieve the scientific model which the author designs. Obviously although modeling of teaching this study institute design cannot complete construct all students the correct scientific model, but the majority of students already could effective revision already some mental models, by the close scientific model. This study accepts student of the modeling teaching after measured that the performance with first measured the performance has the remarkable difference. The demonstration because of the modeling teaching activity, the country elementary students already might accept the microscopic model the teaching, even penetrates visual and the movement attribute modeling way, revises the student original mental model. This findings have also echoed Maskill & Cachapuz (1997) the study, the elementary school fifth grade student is may the effective study microscopic concept scientific knowledge.