國小學生之學習動機對其物質溶解概念改變影響之研究－以數位學習平台為基礎

• Main Authors: Hung-chih Yen, 顏弘志
• Other Authors: Hsiao-Lin Tuan
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/utp37r

博士 === 國立彰化師範大學 === 科學教育研究所 === 98 === Investigate the Influences of Elementary School Students’ Learning Motivation on Dissolution Conceptual Change－Based on a E-learning Platform Hung-chih Yen Abstract To understand how students learning science and to promote student learning science had been always important goals in science education. The aims of conceptual change theory and research were to explain the nature of the students’ prior knowledge in the process of knowledge construction, and to form a new concept through the prior knowledge connected with the new knowledge on the re-constructed process. Although the conceptual change in the past had been explained how the significant results of cognitive construction of scientific concepts. However, the conceptual change model was criticized for too much attention to the cognitive dimensions and ignoring affective dimensions in practice. Therefore, understanding affective dimensions, in particular the influence of motivation on conceptual change was more and more important. The study mixed qualitative and quantitative research methods and aimed to understand what were the results of change on learning motivation and alternative dissolution conceptual change during the students participated in the e-learning platform of the dissolution conceptual change, and how the learning motivation affected students’ participation in scientific conceptual learning. There were a total of 60 cases involved in the research, of which 40 participants agreed by video recording, and finally a total of 32 cases were complete data. In the study, cases were asked to participate in the e-learning platform about the dissolution conceptual change, and the design of the platform based on the theory of scientific conceptual change. In addition, all cases had been asked to finish the prior conceptual test before they learned the dissolution concepts. Moreover, they had also finished the motivation questionnaires and alternative dissolution conceptual tests in order to understand the change of learning motivation and dissolution concepts of cases before and after the study process. In addition to video records of the conceptual conflict accidents, the responses of writing motivation and emotion questionnaires during e-learning, the auther also recorded cases’ learning process, including cases’ platform operating conditions, such as facial expressions and body gestures. After learning process, cases had stimulus recall interviews immediately in order to realize the meaning of the cases’ motivational performances. Finally, all information would be collected and be quantitative and qualitative analysis and be reviewed evidence for data triangular methods. After all, the author re-wrote the final interpretation into the research results. The study results were as follows: first, the cases involved in the designed e-learning platform and their conceptual change and motivation had increased significantly. Second, the students exhibited learning motivation performance and their science learning motivation were closely related, the students adopted different motivational components and then they would have the different performance of learning motivation in scientific conceptual change learning. Third, the individuals have different motivation to participate scientific conceptual learning by characteristics of different stages in conceptual change learning process. Fourth, after the conceptual conflict phase, the role of learning motivation was more important in scientific conceptual change, especially concentration learning would make students more deeply involved in the cognitive and scientific conceptual change activities. Fifth, students’ self-efficacy, active learning strategies would have significant impact to continuity and depth of student participation in scientific conceptual change activities, and then caused different degrees of conceptual change. For future research and teaching, the author proposed the more qualitative and microscopic study on learning motivation in science instruction practice to future research, and teachers should provide a greater variety of learning motivation teaching strategies in the context of scientific conceptual change, especially to enhance students self-efficacy, achievement motivation and active learning strategies.