The research of plant morphology misconceptions ofgrade five studentat Chia-Yi elementary school

• Main Author: 張枝琴
• Other Authors: 廖秋成
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/10810280741084507601

碩士 === 國立嘉義大學 === 森林暨自然資源研究所 === 97 === This research is designed to understand the extent of grade five student’s plant morphology misconceptions in Chia-Yi elementary school, and analyzed the relationship between this misconception and the student’s variation which included sex distinction, parent’s education degree, language ability, academic achievement, interests, class extra teaching, the times of reading about natural science books and watching natural science films. This research was completed by the method of survey and got quantified answer on the designed web service of Internet. The survey including 570 grade five students samples in 18 elementary schools at Chia-Yi city. The effective surveys were amount to 552 samples. The research used the instruments of “A Survey of the Elementary School Students’ Plant-morphology Concept”. Statistical methods employed to analyze the data including percentage and chi-square test. There are 27 types of plant morphology misconceptions which the answered correctly rate is less then 50%. These misconceptions indicated that the students could not distinguish plant’s root and stem, taking the petiole as stem, could not understand the style of complex leaf, taking the petal-like leaf as petal, could not distinguish seed and fruit . The result of this research discovered that the misconceptions has obvious difference in these grade five students of elementary school according to their variation of sex distinction, parent’s education degree, academic achievement, interests, class extra teaching, the times of reading about natural science books and watching natural science films. The language ability is the most effective point among these variations. The students have more high language ability, the less misconceptions about plant morphology they got. According to the research, we suggest that teacher should take much of real observation and explain the name definition directly on the spot while teaching. Besides, the plant graph should be complete in the teaching materials so as to decrease the misconceptions while learning the plant morphology.