| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 100 === The purpose of this study mainly aimed to design guided discovery teaching activities and explore their effectiveness on the sound wave concept by performance assessment. A quasi-experimental method was employed in this study to explore the effectiveness of different teaching styles ─ guided discovery teaching and the traditional lecture teaching ─ on the sound wave concept by using different assessment formats ─ performance assessment and the paper-pencil test.
Through both quantitative and qualitative data analyses it was firstly founded that compared with the traditional lecture teaching, guided discovery teaching did not provide better concept learning achievements in the paper-pencil test because of the failure of the paper-pencil test to probe the real understanding and abilities of students. Secondly, it was founded that compared with the traditional lecture teaching, guided discovery teaching provided better concept learning achievements in performance assessment, which meant that performance assessment had better effects on probing students’ concept learning than the paper-pencil test. Thirdly, based on the results mentioned above, this study also revealed the crucial conclusion of aligning the assessment format with the teaching style. Except for the concept learning, this study also found that guided discovery teaching provided better effects than the traditional lecture teaching on the developing of students interests.
|
|---|
