| Summary: | 碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 100 === This study aimed to explore influence on outcomes of scientific conceptual construction through teaching principles of wave superposition with “dynamic representation” or “static representation”.To achieve the purpose of research, a quasi-experimental design was conduced, high school students in the Northen Taiwan. Dynamic or static representation was incorporated into a design of instruction on wave superposition. Students in the experimental group Ⅰ received instruction incorporating dynamic representations. Students in the experimental group Ⅱreceived instruction incorporating static representations. Students’ performance on a conceptual diagnostic exam and on their fearning worksheek were analyzed to determine effectiveness dynamic and static representation on assisting high school students’ learning concept of wave superposition.
The results showed that students who received instruction with dynamic representations outperformed those who received instruction with static representations on their post and postpond test’s scores of conceptual diagnostic exams well as on their scores of learning worksheet. That the use of dynamic characterization of the concept of teaching can help students learning and retention enhance the effectiveness. Another record for the effectiveness of the learning process analysis, dynamic characterization results presented to accept the teaching of learners are also better teaching and learning, and significant differences . This study suggest that instructions incorporating dynamic representation is more effective in assisting learning of wave superposition, in comparison to instructions combining with static representation.
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