| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 93 === This research focuses on the process of the integration of information technology into instruction for clarifying learners’ misconception of water resource protection, and analyzing the specific factors of the changing misconception. The researcher collects data form the sixth grade students at Liou-Jia elementary school in Tainan, Taiwan using a standardized achievement test by Wen-NanWei (1999) which tests the understanding of water resource protection concepts of fifth and sixth grades students. Student interviews are also conducted to collect qualitative data for the present study. Through instructional design, teaching implementation, measurement of learning result, teaching arrangement and discussion, this study concludes:
I. After traditional teaching on “water resource protection”, students’ still have eight misconceptions regarding this issue.
1. The quantity of water people need to take everyday equals to the quantity of it they drink daily.
2. The ocean on earth includes the water on earth.
3. The underground water is not a kind of fresh resource.
4. Fresh water resource available for human is more than 1% of water resource on earth.
5 .The steam of the polluted water is not clean.
6. Congealment of water means freezing water to become ice.
7. The water in the river will flow to ocean eventually because of the ocean is the widest and it contends most water.
8. Digging well is considered as a way to keep more water from falling rain and forest is made for keeping more water with the roots of the plants.
II. Integration of information technology into instruction is effective in clarifying 86% of students’ of misconception listed above.
III. The specific factors of misconception clarification are as follows:
1. A proper-designed Web-based instructional project prevented students’ misconception.
2. The project provided individual learning which resulted in effective learning on water resource protection.
3. On-line materials of the project improve students’ learning motivation and comprehension.
4. On-line hyperlink resources of the project enhanced students’ understanding of this issue.
Finally, suggestions for teaching and future research are made based on the conclusion of the study.
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