The influence of the order of teaching scientific history and concepts on students' epistemological beliefs and learning

• Main Author: 邱奕華
• Other Authors: 劉湘瑤
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/03474381840861535736

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 100 === This research aims to examine the learning achievement, the view of nature of science and the learning motivation of high school students on scientific study. Taking Photoelectric Effect as the subject, three teaching approaches, History Of Science - Scientific Concept (HOS-SC group), Scientific Concept - The History of Science (SC – HOS group) and Traditional Teaching (control group), have been designed to inspect the influence of the teaching order of scientific history and scientific concepts on students’ learning achievement and epistemological beliefs and learning motivation. In this research, 270 students were selected and separated into three groups to perform the study. The results show that, there are no significant differences between the three groups of students in the scientific concept questionnaire. In the view of scientific epistemology questionnaire, however, there is a considerable improvement of the students in the SC-HOS group and a notable deterioration of the students in the control group. This indicates that in the teaching of Photoelectric Effect, students show a negative reaction to the HOS-SC method. With regards to the influence on learning motivation, all three groups present a declination. Overall, the SC-HOS teaching approach demonstrates the advantage on the teaching in which the suggestion would be the appropriate of order of teaching scientific history and concepts can improve students’ learning.