A Study of the Conceptual Change of Elementary School 3rd Graders through POE Teaching Strategies-An Example on the Unit of Dissolution

• Main Authors: Huang Yu Feng, 黃鈺鳳
• Other Authors: 耿筱曾
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/71121885651360910212

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 96 === The purpose of this study was to explore the changes of 3rd-graders’ conception of dissolution through the predict-observe-explanation (POE) instruction. The subjects were 25 3rd elementary school students (12 boys and 13 girls) in Taipei City. The researcher divided the concept of dissolution into four main parts - (1) whether the substance could dissolve or not, (2) the rate of dissolution, (3) the amount of dissolution and (4) concentration, and designed the POE teaching activities as well as worksheets to instruct the subjects in real classroom. Concept maps, one-to-one semi-structured diagnostic interview and achievement tests were used to collect data for further analysis and comparison of the subjects’ conceptual change before and after teaching. The results were as follows:1. Students had misconceptions toward dissolution. 2. Types of conceptual change: In conceptual learning process, most of students were concept retention learning type even with plenty living experiences. It was not easy for learners to assimilate a new conception to former ones because they lacked relevant knowledge of dissolution before learning; students had difficulties acquiring the change of “quality” in their original conceptual structure. Therefore, few students belonged to concept increase type. 3. Efficiency of conceptual learning: Among four main learning conceptions of dissolution, in average 98% of the students could explain “the concept of concentration” with correct scientific conception. Meanwhile, the learning effect was the most outstanding, revealing that students had sufficient experiences about concentration. Besides, 70% of the students could also scientifically interpret the conceptions of “whether the substance could dissolve or not”, “the rate of dissolution” and “the amount of dissolution.” The result of this study indicated that POE teaching strategies not only promoted students’ learning interest but also offered students more opportunities of learning success, enhancing their self esteem in learning as well.