Use PBL curriculum design high school organic chemistry experiment to study how the students’ background knowledge is linked to new knowledge.

• Main Authors: Chang, Wan-Ting, 張菀婷
• Other Authors: Lee, Jong-Eao
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/60041142425701627253

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 104 === This study is based on problem-based learning curriculum design experiments to discuss how the students’ background knowledge is linked to new knowledge by means of use the topic "the general nature of the organic substance". The subjects of this study are high school sophomores from Hsinchu. The sample consists of 84 students from two classes. This study use a pre-experimental design to observe how the students’ background knowledge is linked to new knowledge under the training of PBL. In order to have time for PBL courses, more efficient teaching is needed. Students will be tested in a preliminary test before the experiment to find out what concepts the students are unclear or confused about. After the teaching activity the students will answer open-ended questions to help teachers understand how the students link science concepts when learning science, and find the difficulties in the experimental operation. This can be helpful for teachers to use as a reference and it also highly recommended in the teaching for the future. The results showed that 1.With the help of a preliminary test students confusing concepts are clarified, memory is enhanced. In the meantime, it also contributes to students attentiveness in the observation and recording of the experiment results. The difficulty of this experiment design is to align with the ability of the students. Group cooperation learning and group competition model will allow each team member to have his or her own role, in which he or she must play and his or her participation will be enhanced. 2.The test result of the final examination showed that problem-based learning curriculum enabled students to better understand the concepts that were previously confusing. The test result also showed that students answered examination questions correctly in high percentage. The problem-based curriculum also enhanced the memory of students. During this experiment, students have more profound impression on chemicals that they actually used. The ability and competence of referring the same type of materials have to be strengthened. 3.PBL experimental courses allow students to have more capacity in thinking and creativity. Students gain strong and positive feeling of achievements in cooperative learning. The following discussion after the experiment students to exam their own insufficient strategies and make proper improvements, which help in the future courses.