Explore the Impact of Multiple Representations of Thermal Expansion Conceptions on High School Students' Conceptual Change Process and Brain Process

• Main Authors: Huang, Li-Yu, 黃莉郁
• Other Authors: She, Hsiao-Ching
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/49938180413057922178

碩士 === 國立交通大學 === 教育研究所 === 97 === This study employed the Dual Situated Learning Model (DSLM) (She, 2002, 2003, 2004a, 2004b, 2005) to design four dual situated learning events for facilitating students’ conceptual change involving thermal expansion. One of the purposes of this study is to investigate whether the multiple representations (static picture-text vs. video-narration) would have any impact on students’ conceptual change. In addition, to explore the brain process while students involve in the process of conceptual change. There are twenty 10th grade students from three high schools in Hsinchu City involved in the study. They were randomly assigned to static text with picture representation and video with narration representation two groups, respectively. All of the students were interviewed during the process of conceptual change while their EEG recorded. The EEG was used to measure students’ brain process during the scientific conceptual change process. Results indicated that DSLM indeed facilitated students’ conceptual change of thermal expansion across four dual situated learning events and one challenging event, regardless any types of multiple representations. The greater brain activities emerge at the stage of reconstructing a more scientific view of the concept than to the stages of making predictions or presenting mental sets. Moreover, it also shows that students, who are undergoing dissonance with their pre-existing knowledge or not able to change their concepts, have greater brain activities. Again, students’ brain activities would not vary during the process of conceptual changes, regardless of any types of multiple representations were given.