The Learning Effects on Developing Rural Junior High School Students' Data Modeling Competency in Rectilinear Motion Unit Teaching with Scientific-Modeling-Based Discussion Method

• Main Authors: FU,YEN-KE, 傅彥閣
• Other Authors: HUNG, JENG-FUNG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/df8t34

碩士 === 國立高雄師範大學 === 科學教育暨環境教育研究所 === 107 === The purpose of this study was mainly to investigate the learning effects on developing the ability of rural junior high school students’ data modeling ability in rectilinear motion unit teaching with scientific-modeling-based discussion method and the effectiveness of learning transfer to data modeling ability in forces and motion data. A quasi-experimental design was adopted with students divided into two groups. The scientific-modeling-based discussion method was implemented for students in the experimental group, while the text-based didactic teaching was implemented for those in the control group. The self-developed “test for data modeling ability in rectilinear motion unit” was conducted as the research tool in the study, which measured students’ performance of data modeling ability and its five sub-capabilities including observation and presentation of problems, measurement and recording, construction of data modeling, interpretation of data modeling, and application of data models. The results revealed as follows: (a) The scientific-modeling-based discussion method showed better improvement in rural junior high school students’ data modeling ability in rectilinear motion unit compared with the text-based didactic teaching; (b) the scientific-modeling-based discussion method enhanced rural junior high school students’ performance of two data modeling sub-capabilities, “observation and presentation of problems” and “application of data models,” more than the text-based didactic teaching; (c) for those students with higher pre-test scores in promoting the sub-ability of "interpretation of data modeling," they were less affected by different teaching methods; (d) the "measurement and recording" sub-ability showed more difficulty for both groups of students and not much significant difference between these two groups with different teaching designs, and (e) the scientific-modeling-based discussion method could better improve rural junior high school students’ effectiveness of learning transfer to data modeling ability in forces and motion data compared with the text-based didactic teaching.