| Summary: | 碩士 === 臺北市立大學 === 應用物理暨化學系自然科學教學碩士班 === 102 === Abstract
This study aimed to investigate the sixth graders’ analogy-based modeling ability and its relationship between the concepts of electric circuits and analogical mapping. First, this study sought to understand the sixth graders’ analogy-based modeling ability about the electric circuits. Secondly, it explored students the relationship between the analogy-based modeling ability and achievement of electric circuits concepts. Finally, it explored the relationship between analogical mapping and the analogy-based modeling ability.
This study adopted the analogy-based modeling assessment (Lin, 2013) which took electric circuits as an example to investigate 205 sixth graders analogy-based modeling . The stages of modeling process of this assessment were mainly took Halloun’s (1996) framework as the reference. The scoring system was took Structure of the Observed Learning Outcome (SOLO) taxonomy Biggs &; Collis (1982) as the reference to evaluate students’ levels of modeling. The study used convenience sampling to collect all sixth graders’ (205students) analog-modeling process from an elementary school in Jhonghe District, and then used the statistical software SPSS18.0 to analysze students’ ability at each stage. Pearson’s Correlation was used to analyze the correlation between the analogy-based modeling ability at different stages and the achievement of electric circuit concepts and the analogical mapping ability. The results show: (1) the sixth graders’ analogy-based modeling ability is inefficient. Students’ best performance is at the stage of model analysis, while the worst performance is at the stage of model deployment. As for the levels of modeling ability, modeling the students’ best level presents a variety of factors and their relationships related to the theory (Level 3) at the stage of model analysis displays the most students are unable to respond or correct the factors associated with the theory of reaction (Level 0) at the stage of model deployment. (2) Except model deployment stage, the sixth graders’ analogy-based modeling ability at different stages had low to medium degree significant correlation with their achievement of electric circuit concepts (p &;lt; .01). (3) The sixth graders’ analogy-based modeling ability at different stages had low degree significant correlation with their analogical mapping ability (p &;lt; .01).
In summary, the sixth graders’ analogy-based modeling ability for a specific topic at different stages are closely related to the understanding for specific scientific concepts and analogical mapping ability. Enhancing students' scientific concepts and ability of analogical mapping helps students’ analogy-based modeling ability, and vice versa. This study suggests: teachers should provide group discussion for students in the teaching process, in order to promote students’ ability of model validation. Teachers also may introduce the relationship between the “scientific theory” and “everyday experience”, to enhance students analogy-based modeling ability at stages of " model application"and" model deployment ".
Keywords: Analogy-based modeling ability, Analogical mapping, Concepts of electric circuits
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