An Investigation of 8th Graders' Conceptual Change About Electrochemistry

• Main Author: 陳建良
• Other Authors: 邱美虹
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/73228157247601797609

碩士 === 國立臺灣師範大學 === 科學教育研究所在職進修碩士班 === 97 === To find out students’ difficulties in learning concepts of electrochemistry, the researcher designs a series of diagnostic paper-and-pencil tests（including two-tier test 、multiple choice questions and blank-filling and making graphs） about the movement of ions , the concept of a circuit, gain or loss of the substance, the behavior of the particles, and salt bridge. There are 188 ninth grade students（87 boys and 101 girls.）in junior high school participate pre-test. The reliability of the instrument is 0.936. The purpose of this research attempts to explore students’ misconceptions about electrochemistry. In order to investigate the impact of multiple representations teaching of students’ learning in study. This research took quasi-experimental design, and the samples consisted of 57 eight grade students in I-Lan county, who divided into two classes. One class was experimental group（28 in total, 15 males and 13females） and the other was control group（29 in total, 18 males and 11 females）. The strategies of teaching electrochemistry in this research included text-teaching, experiment, computer-aided animation media, microscale chemical experiment and role-playing. All kinds of instructional methods were given respectively in order to make conceptual change happen. Comparison among both groups has been made to determine the effect of the teaching methods, and a questionnaire has been conducted along with the students from the experimental group to understand their opinions on this multiple representation approach. Furthermore, this experiment also wishes to investigate the effects on students’ achievement in learning due to instructors’ teaching strategies. After nine-class-period teaching, the researcher analyzes the total score of students conceptions, the subconceptions on electrochemical concepts between the two groups, and their responses in the three units of dynamic assessments.About quantitative analysis,the analysis on conception performance is operated with SPSS software. The outcome of the research can be summarized as follows: （1）The effectiveness of teaching: There is no significant difference between the control group and the experimental group before teaching (t=0.26，p=0.793). However, it shows significant difference between two groups after teaching （ANCOVA, posttest: F=8.29, p=0.006; delayed test: F=6.18, p=0.016）. （2）In the subconceptions of electrochemistry There is no significant difference of subconceptions of electrochemistry between the control group and the experimental group before teaching. However, it shows significant difference between two groups after teaching in posttest（the concept of a circuit and salt bridge」）and in delayed test（the movement of ions, the concept of a circuit, gain or loss of the substance and salt bridge）. （3）Dynamic assessments: In the process of dynamic assessments, the scores in the three assessments of the experimental group are far better than those of the control group.It shows significant difference between two groups after teaching（electrochemical cell: t=-3.79，p=0.000，the electrolysis of water: t=-2.27，p=0.030） except in the first assessment（the theory of electrolytic dissociation: t=-1.79，p=0.080）. The key finding from this study, the experimental group achieved a higher score compared to the control group. It revealed that the multiple representations teaching developed by this research can promote a better concept developing and a greater learning desire more efficiently. Furthermore, as for the result of the questionnaire, the students gave positive feedbacks towards the teaching models for its contribution in learning. From the aspect of teaching strategy, the students had positive comments toward this research; therefore, it is possible to implement multiple representation approach in school teaching to promote students' learing meaningfully.