Action Research of iPod Teaching Method Apply to Solution Unit of Sixth Grade

• Main Authors: Shih-Chang Chen, 陳世昌
• Other Authors: Ching-San Lai
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/12664031059849002566

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 99 === This research applies iPod teaching method to solution unit of sixth grade. It is expected to take advantage to understand the misconcept of students, concept changed situation around the study, and promotes researcher's teaching ability during the process of reconsideration. This research uses qualitative reaserch, and its object is a class of sixth grade of Far away elementary school in New Taipei City (10 people in a class) . The teaching activity would be separated into two stages; Earth mystery unit and solution unit. Understanding what must be improved by the reconsideration after the first stage; applies iPod teaching method to solution unit at the second stage, to understand study situation of the students in various stages. This research methods takes method of observation, interview, document analysis method, and uses the triangle test law to increase the credibility. The findings are as follows: 1. Students' misconcepts in solution unit including: (1) Attempt to distinguishes material dissolved situation or solution amphoteric by appearance. (2) Acidic solution tastes would be the sour. (3) Solution beneficial to health is alkalinity or neutrality. (4) It has no effects that solution amphoteric value and intensity while adding neutral solution into amphoteric solution. (5) Using solute weight as the only standard of the mixing solution amphoteric nature. (6) The neutral solution does not have the electric conduction ability. 2. Students’ concept change condition during solution unit including: (1) students’ concept changed condition changed completely after learning this method is the most obviously result; the second obviously rsult is increasing conceptual change condition, the last one is conceptual condition still wrong around the study. (2) It still had certain proportion to return to old concepts, or growing to new misconcepts after concept changed. (3) Students don't accept the new concept immediately when the prediction different from the experimental result. 3. Ths reconsideration and revision of this research: (1) To explain the predict reason would confuse students; the researcher has to conquer this problem via increasing sample to practice. (2) To make the teaching going smoothly, researcher gave over-guidance to students. To avoid it will affect students’ answer, the researcher would be aware of guidance. (3) Invitation time did not control very well which delayed the schedule, regarding this researcher will let students operate in invitation stage as it is ample in the time. (4) The teacher had not led positively immediately when students’ inquiry deviation subject, so the researcher will consider the question and the subject relatedness if it stray from the main subject.