A Study of Newton's Third Laws of Motion Learning Held by the Seven Graders through Creative Problem Solving Activities

• Main Authors: Wang, Bing-Yuan, 王炳淵
• Other Authors: Wang, Ying-Feng
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/41900419386757815855

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 98 === The main purpose of study was to explore the understanding of scientific concept of Newton’s mechanic and creative thinking. The study was incorporated with teaching strategy of creative thinking problem and it could increase students’ creative thinking abilities. Students understood the concepts by using the Newton's mechanics concept test and understood effectiveness of learning. Thirty-four first graders of junior high school participated in this study. The creative problem solving (CPS) activities were implemented within six weeks, pre-test and post-test were given to the participants. The design of activities were based on Newton's law. The content included: torsion ships, balloons rockets, balloon cars and wind-force car. The content of Newton's mechanics concept test contained six domains, including comprehension domain, application domain, analysis domain, synthesis domain, and evaluation domain. The scale obtained internal consistency correlations, Kuder-Richardson Formula 20 is .793. The content was designed to become an open-ended question in synthesis and evaluation domains. The deferred test was held in the forty-five days after the post-test. Meanwhile, students explore the mechanics to learn scientific concepts. The posttest score achieved significantly more than pretest score (p<.05). There was significance in knowledge, comprehension, application, and analysis domains (p<.05). Students had the prior knowledge of Newton's mechanics, reached the fourth level of Bloom’s Taxonomy, and worked towards higher-level thinking. Students acquired knowledge which could help them learn and apply the concepts of Newton's mechanics in the activities which was in comprehension domain, application domain, and analysis domain. When students got into trouble in the creative thinking activities, they would try it over and over until the problems were solved in CPS activities. The students had convergent thinking and divergent thinking in the CPS activities. Students learned Newton's Third Law of Motion, "Action and Reaction", used the scientific principles in life, and understood this Newton's Third Law of Motion. The suggestions for students are needed to read more science related books and increase their life experiences. Students spent a lot of time for thinking in doing hands-on CPS activities. In the synthesis and evaluation domains, the guides can be designed to answer problems to motivate students to creative thinking. In the teaching, the teacher must select the student to have the interest in activity curriculum to achieve learner’s learning better.