| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 106 === Twelve-Year Public Education was promoted in Taiwan recent years. It emphasized modeling courses in science. So this study aims to develop the current modeling course, and understood the difficulties students encountered in the modeling courses, and thus enhanced the effectiveness of modeling teaching.
This study was conducted with 44 tenth-grade students in Taichung, Yunlin, Changhua, and Nantou. The research method was qualitative which was supplemented by quantitative statistical analysis. Qualitative data collection included "Complex Circuit problem" to understand students’ conceptual difficulties and their modeling abilities before and after modeling curriculum. A learning worksheet helped to record the progress of students’ model construction and revision. Quantitative data collection included a survey of students’ understanding of models in science to investigate students’ epistemology of scientific models. The data analysis which was used the SPSS 20.0 statistical software performed paired sample t-test, Pearson correlation, ANOVA analysis, and independent sample t-test.
The results revealed that: (1) After the modeling course, students have made significant progress both in "concept" and "modeling capabilities ". And the concept that students understood the order of the bulb which current flowed was independent of the brightness of the bulb had the greatest progress. However, students who used the macroscopic explanatory phenomenon in the circuit had concept of the brightness unchanging after the current separate. They also had the only relationship with current size and the number of bulbs connected. (2) In modeling process, compared to given a "similar context" or "visualization”, the students could change their own models and develop microscopic explanatory models in “different context”. However, this situation couldn’t be kept continued after other teaching activities. Through the "visualization", were greater than the "different context", the modeling capabilities of the student would be better maintained until the course. (3) In the model of cognitive dimension, students who changed their own model in the curriculum modeling stage thought that models could change. In different context, they thought models which were explanatory tools.
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