Investigating the Effectiveness of Model-based Teaching on Eighth Graders’ Conceptual Development and Modeling Ability in Acid and Base

• Main Authors: Wen-Tien Huang, 黃文田
• Other Authors: Mei-Hung Chiu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/12079046699363358516

碩士 === 國立臺灣師範大學 === 科學教育研究所在職進修碩士班 === 101 === The topic of this research was chosen from “Acid and Base”, Science and Technology, Book Ⅳ in junior high school. It contained three subconcepts of “definition and generality of acid and base”, “concentration and pH value of acid and base”, and “neutralization and salts” to design the instruction. It conducted three different teaching models of “modeling teaching”, “cooperative modeling teaching”, and “general teaching” to investigate the effectiveness on students’ concepts of acid and base and modeling ability and further explored the correlation between them. The participants in this research included 88 8th graders from three classes. The research instruments included “diagnostic test of concepts of acid and base” and “analytic test of modeling ability” which were designed by researcher to analyze students’ concepts of acid and base and modeling ability quantitatively. The research results were mentioned as below: 1. The performance of posttest and retention test in the concepts of acid and base of the two modeling teachings (experimental groups) were significantly superior to the general teaching (control group) after teaching. Compared with the two experimental groups, “cooperative modeling teaching group” was superior to “modeling teaching group” in both posttest and retention test. The modeling teaching group and the cooperative modeling teaching group were also significantly superior to the general teaching group in the subconcepts of “definition and generality of acid and base” and “concentration and pH value of acid and base”. However, in the learning of more complicated subconcept of “neutralization and salts”, the modeling teaching group was not able to be superior to the general teaching group, but the cooperative modeling teaching group still did. 2. Before the teaching, students’ “mental model of neutralization ” in the three groups all came with phenomenon model, intuitive concentration model, mixed model, competitive model, and messy model. After the teaching, there were 25% students could reach to scientific-like model in the “general teaching group”, 35.7% students in the “modeling teaching group”. There were 34.7% students could reach to scientific-like model and 9.4% students could reach to scientific model in the “cooperative modeling teaching group”. In the retention test, the “modeling teaching group” and the “cooperative modeling teaching group” both slightly increased the rate of scientific-like model, but the “general teaching group” decreased. It revealed that modeling teaching could help students constructing more correct scientific mental model than general teaching did. 3. The performance of posttest and retention test in modeling ability of the two modeling teachings (experimental groups) were significantly superior to the general teaching (control group) after the teaching. Compared with the two experimental groups, the “cooperative modeling teaching group” was superior to the “modeling teaching group” in the posttest. The “cooperative modeling teaching group” still had the best performance among the three groups in the retention test. In every modeling process, modeling teachings were superior to general teaching in both posttest and retention test. It showed that modeling teachings could efficiently promote students’ modeling ability than general teaching. It also found that there was not significant difference on modeling ability between the two modeling teachings in the first three modeling processes, but the “cooperative modeling teaching group” was superior to the “modeling teaching group” in the last two modeling processes. As we can see that through the cooperative modeling teaching could promote students’ high level cognition and deductive ability. 4. Before the teaching, only the “cooperative modeling teaching group” had a significant and positive correlation (p＜.01) between the concepts of acid and base and modeling ability. After the teaching, there were significant and positive correlations (p＜.001) in the three groups. It showed that the three teachings could simultaneously promote students’ concepts of acid and base and modeling ability. Modeling teachings could simultaneously facilitate teaching effects and students’ modeling ability than general teaching. Through the cooperative learning, it could enhance even more in the whole effects.