A study of diagnostic teaching of the concept of quadrangles for the fourth graders

• Main Authors: Ping-huang Chang, 張炳煌
• Other Authors: Ing-jye Chang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/04073121248211692408

碩士 === 國立台北師範學院 === 數理教育研究所 === 91 === Abstract The study focuses on the effects of diagnostic teaching of quadrangles for the fourth graders. Moreover, it works to understand students’ misconception of quadrangles. A class of fourth grade in an elementary school of northern Taipei city is considered as the objects of this study, 16 male students and 13 female students (with the total of 29 students) . The study applies the approach of singular experimental teaching of Quasi-Experimental Research Designs to conduct the pre-test, post-test and postpone-test in order to understand the effects of diagnostic teaching. The in-depth interviews are also conducted to further understand the situation of conception learning. The study drew up the similar conclusion as other studying by indicating 10 misconceptions of fourth graders when learning quadrangles. The diagnostic teaching adopts the way of “cognitive conflict” in teaching such as: namely analogy teaching, Socrates dialog and discrepant-event. The results of t test of the pre-test and post-test indicate students’ obvious progressive in quadrangles when adopting diagnostic teaching indicate. The teaching method helps students with a “retaining result” of quadrangles. The analysis of covariance between male and female students finds no significant difference on the postpone-test of diagnostic teaching.