A study on school students' learning of momentun and impulse by employing multiple representation with group discussions.

• Main Author: 許家銘
• Other Authors: 洪連輝
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/53463687817568406509

碩士 === 國立彰化師範大學 === 物理學系 === 101 === The goal of this study is to develop the teaching material and explore the Learning Achievement of " Momentum and Impulse " section at high school employing " multiple representations aided by group discussion. A quasi-experiment design was used for two classes of the science groups, 2nd grade at a senior high school of Nantou county. Based on random selection, one class is experimental group, the other one is the control group. Before teaching, two groups had a pre-test in order to understand the differences between two groups of students; After, the experimental group consists of researchers in the development of teaching materials, and the control group learning with the method of lecturing by tranditional handouts; two groups teaching at the same time, a total of six lessons. After completing the teaching of theme units, final-test had implemented on both the experiment group and the control group. And experimental group is given the learning attitude questionnaire in order to understand students' experience. After completed the lessons, researcher use the t-test and ANCOVA which are included in the software of SPSS to analyze obtained test results and results of the questionnaire. Additionally, the use of a single study done by students to explore the extent of students'conceptual understanding, and research process simultaneously classroom observations, to record the students' learning situation changes. The results showed that: (1) Employing multiple representation with group discussions to teach Momentum and Impulse section at high school, Expermental group and control group’s Learning Achievement without significant differences. (2) Leaning with employing multiple representation with group discussions, most students hold a positive view of Teaching Strategies, and they believe that it is helpful for the formation of the concept. (3) By group discussion , it improves obviously classroom climate and Learning Achievement. (4) Students accept the Teaching aid highly. When they operate it by digital media tools for learning, it helps them to improve the learning interest and achievement.