多重表徵理論在理化科教學成效之研究—以酸鹼鹽單元為例

• Main Authors: Chun-Yi Tsai, 蔡俊義
• Other Authors: Tein-Ying Lee
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/87060816844830352439

碩士 === 國立臺灣師範大學 === 科學教育研究所在職進修碩士班 === 99 === This study is mainly explored whether or not the difference existed between students’ learning motivation and performance of Acids-Bases-Salts class with applying Multiple Representations Teaching and Traditional Teaching. Research object is 60 students of 2 Grade 8 classes from a junior high school in Taipei City. In addition, Quasi-Experimental Design is adopted to conduct this research. Experimental group is compose of 31 students and has been applied with “Multiple Representations Teaching”; meanwhile, applied “Traditional Teaching Methods”, including teachers’ blackboard-writing and oral teaching and textbook experiment, to 29 students in the control group of this study. There are 2 research tools in this study: One is the self-developed Learning Performance Test by the research: Contents were the concepts of Acids-Bases-Salts, and gave them a test after class. Cronbach's α value of actual test is 0.90; and the other is the Science Learning Motivation Scale which developed by the taskforce led by Prof. Su-Hwu Lin, National Changhua University of Education: Adopted the “Science Learning Motivation Scale” to test students before and after conducting different teaching methods. Cronbach's α values of pre-test and post-test are 0.88 and 0.89 respectively. Research results are as follows: (1) the learning performance of students in the experimental group is significantly better than those in the control group; (2) students in the experimental group have significantly learning retention effectiveness than students in the control group; and (3) students in the experimental group have better learning motivation than students in the control group. As a result, some suggestions are proposed in this study as follows: (1) teachers can use Multiple Representations more often to teach, that is not only able to increase the learning for students with low learning motivation, but also can further improve students’ learning performance; (2) aim at the abstract chemistry concepts, the macro phenomena and micro properties that students are difficult to combine and understand, or the lessons of chemical change process, such as chemical balance or reaction, teachers can try to adopt Multiple Representations to conduct their teaching. (3) In this study, the pre-test of Acids-Bases-Salts Performance Test would not be applied but adopted the average of 3 mid-term examinations in the 1st semester of Grade 8 as the entering behavior. Due to the repeated test will be influenced by practices and post-test will be affected by pre-test, practices will have some effects on those tests; as a result, pre-test will be ignored in this study. However, the research results showed and suggested that the pre-test of Acids-Bases-Salts Performance Test should still be took place since teachers could have better understanding about students’ improvement in what concepts after class then.