| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 99 === This study aimed at developing a CCM-5E inquiry learning circle of the oxidation- reduction unit in junior high school’s curriculum and discussing its effects on students’ conceptual changes. The researcher developed a two-tier diagnostic test as the pre-test and post-test.
This study adopted quasi-experimental design, and chose two classes in the same grade as the experimental group and control group. The experimental group was taught with CCM-5E inquiry learning circle while the control group was taught with ordinary pedagogy. Using the two-tier diagnostic test to do the pre-test and post-test when teaching, the researcher can gather information about students’ alternative conceptions. Regarding quantitative analysis, the researcher compared their scores in each question, and use SPSS software to analyze the mean values in their pre-test and post-test by t-test. Then, the researcher analyzed the ratio of students’ alternative conceptions in the two different groups and use chi-square to measure the changes in the experimental group. As for qualitative analysis, the researcher interviewed 7 students who had obvious conceptual changes. The interviews were assisted with students’ worksheets, classroom video recordings, answer sheets of the two-tier diagnostic test, and the interview records.
The results showed that there were positive changes in 32 items of alternative conceptions in the experimental group, while there were only 22 in the control group. In addition, the rate of correctness is higher in the experimental group than the control group. The chi-square test also showed a significant outstanding result of 14 items of alternative conceptions in the experimental group. As a result, we can indicate the CCM - 5E inquiry learning cycle modules can make students change their alternative conceptions. The mechanism of students’ conceptual changes in this teaching module’s occurred in the stage of "explanation" and "evaluation". The conditions in CCM mode is "understandability", "reasonability" and "diversity." Among them, the "understandability" is the most important.
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