Exploring the Difference in Acceptance of Third to Eighth Grades to “Writing Narration”and“Graphical Narration”Option Types──Using the Question Category of “Thermal Expansion” Concept as An Example

• Main Authors: Kuan-Tsang Wen, 溫冠蒼
• Other Authors: 郭榮升
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/24482457651666188037

碩士 === 國立高雄師範大學 === 物理學系 === 99 === This research mainly discusses score difference for examination type of “writing narration ” and “graphical narration” for students, and uses the question category of“thermal expansion”concept as an example. This study is based on “quantity”, composing 2 type’s examination under the same topic,to finish authentic and efficient estimation. Therefore, to become a tool for this research.Those students from 3rd grade of elementary school to 2nd grade of junior high school are the basic characters for this research.Taking samples from different levels, and choose 1993 effective samples for collecting information and statisticsing. Major results of this study is as follow: 1. Students' total scores for the test on "graphical option" are better than "writing narrative option". 2. For the thermal expansion questions, students have better performance on "graphic option" than on "word narrative option". 3. Students from different areas and different genders, they have better performace on "graphic option" than on "word narrative option". 4. Students from different areas and different grades and different genders, the scores on "graphic option" and on "word narrative option" are also have difference. 5. For two kinds of tests, the questions of the concept of thermal expansion, students get better scores from "graphic option" than from "word narrative option".