The controlling variables ability of fifth and eighth graders: An investigation from Ross’s complexity of task demands’ standard.

• Main Authors: CHIANG I TUEN, 江怡瑱
• Other Authors: 古智雄
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/00436979033890211229

碩士 === 國立花蓮教育大學 === 科學教育研究所 === 94 === The purpose of the research is to analysis the controlling variables ability of fifth and eighth graders whom at the Nine-Year Joint Curriculum from the complicacy levels -- Distinguishes instances from noninstances, Remediates flawed experiment, Designs properly controlled experiment and Justifies design with rule that defined by Ross (1988). Using purposeful sampling method to acquire the samples that are 197 fifth graders and 183 eighth graders which from Yilan, Taipei and Taichung. The 380 samples were applied “Science learning ability test for high school students and elementary school students” which designed by researcher. Coding and scoring data then interviewing some particular samples, after analyzing the data and we can conclude the results as below: 1. As a whole, the rate of passing of the controlling variables ability of eighth graders and fifth graders reach46.5 and 25.4. 2. Eighth graders’ rate of passing of controlling variables ability in four levels is higher than fifth graders’ (p value < .01). As the levels discriminated from difficulty, the main ability of fifth graders is Distinguishes instances from noninstances (level 1) and the main ability of eighth graders is between Distinguishes instances from noninstances (level 1) and Remediates flawed experiment (level 2). 3. Interaction of grades and levels gets significance (p value < .05) on Designs properly controlled experiment (level 3) under the grade factors. Eighth graders’ rate of level 3 is higher than expected trend. 4. There is no significant difference in gender and in school distribution. Based on the results of this study, the researcher proposed some suggestions as below: 1. Teaching materials of elementary school and junior high school should found on capability index. The teaching materials should emphasize on Remediates flawed experiment, Designs properly controlled experiment and Justifies design with rule. 2. Students’concept of controlling variables is fragmental and lack of science process basic skill of inference and prediction. Thus teachers should reinforce the instructive scaffolding on it.