An Action Research on the Influence on Eighth Graders' Learning Performance by the Combination of Analogical Learning Cycle and Daily Life Situations

• Main Authors: Chiung Hui Huang, 黃瓊慧
• Other Authors: Jang - Long Lin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/81116561924974640058

碩士 === 國立彰化師範大學 === 科學教育研究所 === 98 === An Action Research on the Influence on Eighth Graders' Learning Performance by the Combination of Analogical Learning Cycle and Daily Life Situations –“Aqueous Solution” Unit as an Example 英文摘要 Abstract The purpose of this study is to develop an aqueous solution teaching module through the incorporation of analogical learning cycle theory and daily life situations. This study adopted action research to explore the difficulties encountered in the process of teaching module development and their solutions, the problems arising in the implementation of the teaching module and their solutions, and students' learning performance in terms of cognition and emotion when the teaching module was implemented. The subjects in this study were selected from two classes of normal placement in a medium-sized junior high school in central Taiwan. The design of the teaching module was based on the students whose cognitive development level was in concrete operational period. Most of the activity contents focused on the examples in daily life. The teaching module included four units: solution ,concentration, solubility and the factors that affect solubility. The data collected included students' activity schedule, students' interview, students' feedback, teachers' reflection logs, records of teachers' class observation, the audio and video recording of the classes, and pre and post-test surveys. The data analysis focused on qualitative analysis and was supplemented with quantitative analysis. The results of the analysis suggested: 1. The development of the teaching module could be divided into 6 stages :a. the selection of the research subject; b. the establishment of teaching strategy; c. the establishment of the concepts included in the teaching module; d. the selection of teaching goals; e. the design of teaching activities; f. the determination of evaluation methods;. 2. The difficulties encountered in the implementation of first modular teaching cycle included: a. In conceptual learning: Students had difficulty in focusing their discussions because of the integration of activity into daily life situations; Students had difficulty in correctly mapping due to poorly designed activities; Students' concepts became confused when they were being evaluated. b. In cooperative learning: the difficulty in controlling class time, students' discussions focusing on daily life, the challenge of teachers' ability to respond and integrate. After the resolutions were put forth and applied in the second teaching cycle, students performed well in their learning.3. In terms of cognition: After the second teaching cycle, the rate of students' correct answers on their achievement test rose 25.6%. The pre- and post-test t-tests（t=8.703，p<0.01）conducted on students' achievement test results also showed an obvious difference, indicating student's progress in their learning performance. In terms of emotion: Through cooperative learning, group members engaged in discussions and cooperation, which has advanced the friendship and team spirit among students, and has also facilitated their learning and boosted their learning performance. Keywords: analogical learning cycle, daily life situation, aqueous solution