| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所 === 104 === The purpose of this study is to explore the dry-ice-themed Scientific Experiment Teaching, which is a combination of PDEODE teaching strategy and ARCS Model of motivational design. This instruction has impacts on students’ achievement while learning science, students’ misconception of dry ice and students’ emotional quality while conducting learning tasks. The mixed method study is conducted using quantitative method and qualitative data. The subject of the study is high school freshmen, in whom they are divided into two groups: 47 students were implemented in the PDEODE strategy and ARCS model experimental group; whereas 41 students were implemented in conventional teaching control group. All subjects were given Dry Ice Concept pre-and post-test, while only the experimental group were given the Chemistry Experiment Interest Inventory. The data sources of this study were Dry Ice Concept pre- and post-test, PDEODE learning sheets, measures on the Chemistry Experiment Interest Inventory and transcribed interviews. Quantitative data was analysed using ANCOVA and ANOVA. The results of the study indicate that (a)The achievement of students in the experimental group is higher than those students in the traditional teaching group. (b)The students in the experimental group tend to be more positive in emotional quality while conducting learning tasks, and they have higher learning achievements. (c)The combined form of ARCS model and course design structure will bring effect on students' learning concept. Some suggestions are made according to the results of study: (a)Avoid giving more complex concepts to students for them to predict during activities, so the students will not lost interest while making guesses recklessly. (b)Make sure the students are assigned with hands-on experiments that are arranged accordingly based on difficulties. (c)Schedule adequate time for students’ group discussion so they have sufficient time to avoid conceptual conflict among members. (d)Educators shall constantly patrol the groups when students are given learning tasks. Encourage the students to verbally express and lead the activities more frequently. Based on given suggestions, the researchers hope that ARCS-PDEODE instruction can be well-developed for the students in high school junior year so that they can have better fundamental knowledge in science through the learning strategy.
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