| Summary: | 碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 93 === The aim of this study was to apply conceptual change teaching strategy on direct current (DC) simple circuit.
The subjects consisted of 76 first-grade vocational high school students. The researcher adopted the static-group pretest-posttest design to divide the subjects in to two groups, experiment group and control group. First of all, participants were demanded to complete ”Concept of Simple DC Circuits Test”, which was composed by the researcher for the purpose of understanding students’ misconception about simple DC circuits. Afterward, the researcher analyzed the students of experimental group with the view to understanding the effects of conceptual change teaching strategy.
Some findings of the study were as following:
1. Vocational high school students’ misconception about simple
DC circuits existed on (1) the current-microcosmic aspect:
steel ball model, current flows step by step, packed crowd
model, and current caused voltage, and (2) the series-parallel-
circuit aspect: sequential reasoning, and local reasoning.
2. Students prefer to solve the questions with the general
conceptions. The concepts students use mostly include (1)
constant voltage provided by battery, and (2) equal division
of the current of parallel-circuit.
3. Conceptual change teaching strategy is contributive to simple
DC circuits’ instruction and learning. The effects of
misconceptions include (1) constant current, (2) voltage
consumed, and (3) current consumed.
According to the outcomes of the study, the researcher would provide suggestion for further study and related authorities.
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