Exploring the effect of dynamic or static representation with sequential problem scaffolding on 10th grade stusents' conceptual learning about projectile motion

• Main Authors: Chang, Chao-Min, 張朝閔
• Other Authors: Wang, Chia-Yu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/11478260118209823650

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 103 === This purpose of this study is to explore the influence of “dynamic representation”or“static representation”on teaching.By supplementing or without sequential scaffolding problem to discover the influence on studnets’learning performance and concept profile. To achieve the purpose of research, quasi-experimental design was conduced. Some first-grade students in high school in central Taiwan are divided into three groups. And those students were given three lessons as a teaching experiment.Three groups were given different experiemental design individually.The experiemental design of dynamic and sequential scaffolding problem was given in first group. The experiemental design of dynamic representation and non-sequential scaffolding problem was given in the second group. Eventually, the experiemental design of static graphs (captured from dynamic representation) and sequential scaffolding problem was given in the last group. The result reveals that,no matter with or without sequential scaffolding problem,the learning process in the experimental design with dynamic representation is better than the group in experimental design with static representation and sequential scaffolding problem.Nevertheless, after teaching, compared to the other two groups, the group in the experimental design with dynamic and sequential scaffolding problem has better performance at Projectile Motion concept posttest. This outcome shows that if teaching process is supplemented with dynamic representation it will contribute to conceptual learning. Furthemore,when the experimental design with dynamic representation is supplemented with sequential scaffolding problem, the effectiveness of learning will be able to be continue to posttest performance of Projectile Motion concept. Analysis result reveals that the reply of difficult question situations during each group is insignificant. Most of learners link to inappropriate concept profile only by the single feature of problem, or learners do not have science-based concept profile.