A Research on the Concepts Development and the Alternative Concepts of Insects by the Elementary School Students’ Descriptive Science Writing

• Main Authors: Hui-Ling Chen, 陳惠玲
• Other Authors: Chow-Chin Lu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/69150021303288503363

碩士 === 國立臺北教育大學 === 自然科學教育學系 === 102 === Descriptive science writing was adopted in this research to investigate the primary students’ concepts of insects and alternative concepts arisen from learning the knowledge of insects. Meanwhile, the descriptive science writing was utilized to clarify students’ alternative concepts of insects. The descriptive science writing was implemented before- and after-teaching, then four contexts were written in each stage, which would be then analyzed. The samples of this study were 25 fourth graders in a primary school of New Taipei City. The data was collected from the contexts, recordings, analysis of descriptive concepts and evaluation of the science writing concepts. The findings of this research are described as below. First, most pupils’ concepts of insects were improved, including the definition of insects, the onstructure of insects and related functions, the raise and growth of insects and their life histories. Besides, the students’ concepts of insects were amended. Second, after receiving the instruction, students’ alternative concepts of insects were not mentioned in text books and could not be observed by students themselves such as insects’ skeletons (28%), respiratory organs (48%), structures of eyes (52%) and mouthparts (48%). Furthermore, part of the pupils (20%) did not understand the life histories of various insects and the difference of naiad and nymph. Third, according to the independent sample t-test results, the learning efficiencies of descriptive science writing were better than traditional ways in terms of insect instruction. (t=3.777, p=.001) Fourth, the descriptive science writing could better students’ learning efficiencies effectively; however, it took more time to proceed. As a result, the descriptive science writing was more suitable for homeroom teachers who were responsible for science courses, or it could be carried out in way of team teaching.