九年一貫「自然與生活科技」領域創新教學設計研究--微型多功能氣體產生器

• Main Author: 王翠琳
• Other Authors: 方金祥
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/73892234650677036444

碩士 === 國立高雄師範大學 === 化學系 === 90 === Abstract The purpose of the present study was to provide science teachers a better choice for their teaching demonstration and students more effective procedures when doing experiments in junior high school. Based on the purpose, the author created a new microscale experiment design “Microscale Multi-purpose Gas Generator” for “Nature and LifeTechnology” course. This design was developed to be used in the production and test of carbon oxide gas, to overcome the demerits of traditional experiments, and to go well with the coming “Nine-year Integrated Curriculum” -- the latest education reform in Taiwan. The subjects of this study were seventy-three students and thirty teachers in junior high schools. For knowing these subjects’ responses and comments on this new microscale experiment design, a questionnaire was used to collect all the data after their experiment. On the basis of the data analyses, the results of the study are summarized as follows: 1. Students’ learning interest : 80.8% of the students were interested in the production part --“microscale experiment of carbon oxide”; 98.6% of the students thought that they willingly participated in the test part. The results showed that the microscale experiment design can motivate students’ learning interest better than traditional experiments. Besides, it is practical to experiment as well. 2. Experiment procedures : 97.3% of the students thought that the experiment procedures in the test part of the microscale design was easier than those in the traditional type. 27.5% of the students thought that they needed teachers’ guidance in the traditional type, while only 11% of them considered that they needed teachers’ help in the microscale design. 27.5% of the students thought that they could not finish the experiment without breaking laboratory equipments in doing the traditional experiment. The results showed that conducting the microscale design experiment is easier than the traditional type for students. Moreover, 76.7% of the students thought they can handle experiment procedures well by themselves in the microscale design, and 70% of the teachers held the same point of view. In short, the microscale design can be used for effective experiment teaching. 3. Opportunities to conduct the experiment : 82.8% of the students thought that every individual student could perform the microscale design experiment by hands-on. This result showed that the microscale design does provide more opportunities for every student to do the chemistry experiment. 4. Students’ comprehension toward the theory : 84.6% of the students thought the microscale design enhanced their comprehension toward the theory in the unit. 90% of the teachers agreed that using the microscale design could achieve the goals of teaching more easily in comparison with the traditional type. 5. Utilization of the laboratory resources : 75.3% of the students thought that it is more convenient to get calcium carbonate from eggshells. In general, 53.4% of the students thought that the microscale design economized laboratory resources better than the traditional type. Among them, 52.1% of the students considered that the three kinds of materials (water, hydrochloric acid, calcium carbonate) were cut down in the microscale design. 93.3% of the teachers agreed that the microscale design made less pollution and economized more resources. The results showed that conducting the microscale design economizes more laboratory resourses. 6. Practical and interesting purposes : 80% of the teachers agreed that the microscale design emphasized much more on practical and interesting purposes. The result showed that the microscale design does have a positive usage in science teaching and learning. 7. Experiment safety : 90% of the teacher agreed that the microscale design was much safer than the traditional type. 8.Prominent differences in teaching effectiveness : The microscale experiment design provides more effective teaching qualities than the traditional type. The questionnaire of the study was designed to examine whether students’ attitude got any change on their learning interest, the experiment procedures, opportunities to conduct the experiments, and their comprehension toward the theory in the unit after they performed both the two kinds of experiments. After they finished the questionnaire, the author used Chi-test to analyze it in detail, and got a value less than 0.05 . The analyses showed that students’ attitude is more positive to the microscale design, which is a prominent change difference from the traditional type. In conclusion, the results in the study show that the microscale experiment design can achieve the goals of teaching more easily and focus more on the practical and interesting purposes. For educators, it is worth adopting this new design in their teaching. In addition, the microscale design provides a good example when science teachers have to make other innovative designs or school-centered curriculum in the future. By making useful teaching designs and suitable curriculum, teachers can display creative activities to promote their teaching quality. keywords：Microscale chemistry experiment，Microscale multi-purpose gas generator，the creative design for teaching in nine-year sequence