The use of POE Teaching Strategy on the “Reaction Rate” in the 8th Grade Chemistry Class

• Main Authors: LI, PO-CHIN, 李柏欽
• Other Authors: Yeh, Ming-Chang P.
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/30577187528777068387

碩士 === 國立臺灣師範大學 === 化學系在職進修碩士班 === 101 === The use of POE Teaching Strategy on the “Reaction Rate” in the 8th Grade Chemistry Class Abstract For 8th grader students, we design the teaching strategies of POE (Prediction-Observation-Explanation) to investigate whether the students’ capacity, academic achievement and interest in learning physical and chemical courses will be changed after processing a series of the interesting experiments. The method we used here is so called “quasi-experimental design”, including “nonequivalent pre-and post-test control group design” and lag test in which the sample capacity is designed to 130 students from junior high school in New Taipei City. Half of the the students are conducted the interest experiments teaching and the other half conducted the conventional experimental teaching as the control. Firstly, for the students in high, medium and low-score region, the POE interesting experimental approach will interfere students and generate some invalid test, no matter for the experimental group and the control group. It is suggested that the interesting experimental will become the effective variable in the condition of applying the learning behavior and cognition , motivation in the experiments. Secondly, POE is effective in training the student scientific thinking if we treat the process of "understanding" and " expression" as the same thing. Thirdly, after applying the long POE teaching strategies, it will be helpful for students about the connection the new and old concept and for that students will encourage to answer the non-multiple choice question.