A Study Of Young Children's Gear Rotation Concept

• Main Authors: Guan-Jen Wang, 王冠臻
• Other Authors: Chen Shu Fang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/47sb9e

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 100 === The purposes of this study were: 1. to understand the concept of young children’s gear rotation around teaching, 2. to compare the differences of gear rotation concept between the young children’s with different gender, age, and life environment around the teaching activity of dialogic formative evaluation, and 3. to explore the effect of dialogic contents of gear rotation teaching activity on the young children’s gear rotation concept. There were 83 young children (male 43, female 40) studying in the senior and middle classes of the kindergartens in Taitung county used as the subjects. The main research instruments included “Young Children’s Gear Rotation Concept Inventory”, “Words by Words Draft of Video Recording of Teaching Activity with Dialogic Formative Evaluation”. The collected data were analyzed by qualitative and quantitative analysis. The important results were as the following: 1. The young children were affected by concentration, so they could watch only one character. 2. The young children were easy to let the objects into personification. 3. Some young children didn’t understand gear rotation concept, so they usually answered “I don’t know” or “shaking their heads”. It showed these young children didn’t have enough knowledge about gear rotation concept. 4. All the young children had changes of gear rotation after teaching activity. 5. After the teaching activity of gear rotation concept, there were no differences of gear rotation concept between male and female young children. Six-year group young children had higher scores of rotation direction, placing location, and total scores of gear rotation concept than those of five-group young children. The young children of kindergarten A and C had higher scores of rotating speed than those of kindergarten B, and the young children of kindergarten A had higher scores than those of kindergarten B and C. There were some suggestions for the application of research results and future studies.