A Content Analysis on Electricity Concepts of Taiwan Primary School Science Textbooks Since 1949

• Main Authors: Yen-Ching Lin, 林燕青
• Other Authors: Jing-Wen Lin
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/34695401708492223970

碩士 === 臺北市立教育大學 === 自然科學系碩士班 === 100 === This study focused on a content analysis on electricity concepts and illustrations of Taiwan primary school science textbooks since 1949. The purpose of this study was finding the characteristics of knowledge-oriented architecture and evolution of the electricity concepts, and then finding out the evolution of illustrations design in the characteristics of electricity topic over the years, and viewing how the illustration valued for students’ electric study difficulties. This study adopted content analysis and documentary analysis methods. The methods of quantitative statistics, qualitative interpretation and literature would be adopted to discuss the evolution of the characteristics of electricity concepts and illustrations. According to the literatures and analytic results, the main findings of the study were synthesized as follows: 1.As for the content of electricity concepts, the results showed that all versions in different stages valued the proposition statements of electric circuit, electric energy, resistance, and magnetic effects. The electricity topic in textbooks valued on the proposition statements of thermal effects, magnetic effects, and electrostatic induction before 1968, and all versions of textbooks had a high proportion of the proposition statements of electric circuit and magnetic effects after 1975. 2.As for the electricity concepts sequences, all versions of textbooks started from electric energy or coulomb and static electricity before1968, and all versions of Grade 1-9 Integrated Curriculm started from electric circuits and ended in masnetic effect. 3.As regards to illustrations, there were the highest proportion of illustrations for simple reproduction, and the textbooks started using synthesize statistic illustrations, situational decoration illustrations, situational decoration illustrations and organizational procedure illustrations since 1975. In addition, the textbooks started using situational conducted illustrations to trigger students’ motivations or students’ thinkings. 4.Corresponding situation in the illustration type and electricity concepts, all versions in different stages used the largest number of illustrations and multi-types of illustrations in maganet effect and electric current. 5.The evolution of the characteristics of electricity concepts and illustration design expressed that, the purpose of science education reform was to improve professional and technical ability before 1968, and the science curriculum focused on science knowledge. However, science curriculum changed its focus from science knowledge to children development, science process skills, and students’ study difficulties with the implementation of the science education program after 1975. 6.As regards to illustration design of focusd on students’ study difficulties, the illustration focused on closed loop and bipolar device. However, the illustration less focused on unipolar, scientific unidirectional of current, and source-consumer model, and the illustration design ignored to focused on role of bulb and sequential inference model in all versions in different stages. According to the conclusions above, the study offered suggestions for future electricity textbooks editing, and further study.