The Effectiveness of Problem-Based Learning on Conceptual Change of Burning for Sixth-Grade Students

• Main Authors: Wen-Feng Chiu, 邱文鳳
• Other Authors: Kun-Yuan Yang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/49255057898589368187

碩士 === 中原大學 === 教育研究所 === 100 === The purpose of this study was to explore the influence on Problem-based learning（PBL） to the conceptual change of burning for sixth-grade students. A quasi-experimental design was employed in this study. Two classes of sixth-grade of an elementary school in Tau-yang country was selected to be the research sample which were divided into the experimental group（n=32）and the control group（n=31）. PBL was used to be instruction model for the experimental group while the control group received regular lecture instruction. The teaching lasted 5 weeks and 17 class sessions were included. Two research instruments “two-tier diagnostic instrument of misconceptions about burning“ and semi-structured interview outline were employed before and after teaching for two groups. Before teaching, the two groups tested by “two-tier diagnostic instrument of misconceptions about burning“. After instruction, two groups tested by “Two-tier diagnostic instrument of misconceptions about burning” in a week. Furthermore, one month after instruction, students took a deferred achievement assessment of “two-tier diagnostic instrument of misconceptions about burning“. The quantitative analysis method included one-way ANCOVA of “two-tier diagnostic instrument of misconceptions about burning“ while the qualitative data was to analyze the interview content and learning portfolios of the learners. The result showed that, on the conceptual learning, PBL group obtained significantly higher conceptual learning gains than the traditional group. On the conceptual change, PBL group has better performance on the conceptual change of burning and PBL has better result to reduce “ variety “ and “dogged“ characteristic on alternative conceptions. On the performance of the deferred test, PBL group obtained significantly higher on lasting effect of conceptual learning gains than the traditional group. The interview content revealed that, PBL group used experiment on the achievement shows stage could improve conceptual learning. In view of the above, PBL is suitable for conceptual change of burning.