| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 91 === Using a specific class as the sample, this study explores factors in forming the alternative conception by the fifth-graders in their learning of microscope and related curricula. The study involves continuous refinement of the two-tier multiple choice instruments based on multiple test results collected from the sample fifth-grade students. Employing Hermeneutical analysis, this research attempts to further our understanding of how alternative conception is formed for the elementary school students.
Factors affecting alternative conception on “the World under Microscope” can be categorized into three groups: textbook-specific, teacher-specific, and student-specific. Applying research methods such as administrating semi open-ended questionnaires and two-tier multiple choice instruments as well as conducting interviews with individual student and assessing student performance, this study leads to the following findings. (1) Textbook-specific factors: there seems to be a lack of consideration regarding students’ comprehensive ability in designing current text contents. In addition, for most new subjects, information pro-vided in the text is not sufficient. (2) Teacher-specific factors: while a successful learning experience for the students begins with a careful selection of course materials, it is imperative for the teacher to provide good supplements on top of a good text. In addition, this study finds that lectures and examinations are not as effective in enhancing students’ learning as hands-on activities. (3) Student-specific factors: students’ capability in understanding logic and in interpreting graphs and the experiments conducted by the teacher are critical to their learning. Any misinterpretation and disconnection could severely impair their learning.
This study aims to enhance our understanding on the formation of alternative conception, which in turn facilitates improvements in teaching and helps students in forming their alternative conception. Results from this study will serve as a basis not only for further improvement in designing the curriculum for the elementary level science-related subjects, but also for the training of prospective teachers in this area.
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