| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 100 === This study is designed to integrate the stratgey of the analogical bridge into the 5E learning cycle, develop the materials for teaching buoyancy unit, through action research to explore the difficulties and the strategies of solutions when teachers develop and implement the teaching modules, the misconceptions and changed conceptions before and after teaching. The participants included two classes in eighth grade in a central private high school. The Misconception Diagose Questionnaire (MDQ) was regarded as the pre- and post- tests, composed of nine parts of the misconceptions. After the pretest, the two groups were taught by the researcher and taperecorded by the two observers. By classroom observation, the changed conceptions of the participants were collected by making them fill the MDQ, write learning sheets, and interviewed. The results are as follows:
First, through the regular meetings between the teaching team and the advisor, it was found that mastering the concept of the source field and the target field and sharing the teaching experiences benefited the design the anchors.
Second, in different exploring activities, although there were similar anchors, it was still necessary to reredeign the anchors to make anchors more concrete. Thus, students could understand the concepts of buoyancy by integrating the analogical bridge into learning.
IV
Third, after two periods of instruction, three items improved the most and positively were judging the size of the buoyancy by the weight of items, by the density of the liquid, and misjudging the interactions between the submersion object and the liquid.
Fourth, eight parts of changed concepts by students in the exploratory phase of integrating the analogical bridge.
|
|---|
