Evaluating a Model of Developing Learning Progressions Based on Experts’ Knowledge Structures ~ "Linear Motion" Unit for 9th Grades as an Example

• Main Authors: Chen, Hsiu-Jung, 陳秀溶
• Other Authors: Wang, Kuo-Hua
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/t93rvr

博士 === 國立彰化師範大學 === 科學教育研究所 === 106 === The main purpose of this study is to evaluate a model of developing learning progressions based on experts’ knowledge structures and to evaluate its feasibility. The model is divided into two steps: proposing hypothetical learning progressions and developing effective item tools to test the students' concept development order. This study is divided into three parts. In the first part, we utilized “content analysis” to analyze the knowledge of the “linear motion” concepts, such as distance, speed, velocity, acceleration, interpretation x-t graph and v- t graph ability in the three versions of junior high school Science and Technology textbooks. In addition, we utilized “survey” to explore experts’ concept structures of the “linear motion” concepts, and referred to the relevant literature to find out the classification of the concepts. Based on the above information, we proposed hypothetical learning progressions. In the second part, we used Q-matrix theory to produce the effective item tools. A total of 1913 students were examined, and then we used Ordering theory analysis of students' reaction to test the proposed hypothetical learning progressions to find the most consistent learning progression. In the third part, we compared the most consistent learning progression to the curriculum guidelines and the three versions of textbooks. Based on the results, we proposed 29 hypothetical learning progressions of "linear motion" . After the effective item tools test and Ordering theory analysis, it is found that the model 12-1 is the most suitable for student's concept development sequence.Finally, we compared the most consistent learning progression to the curriculum guidelines and the three versions of textbooks. we found that the concepts of the distance, time and direction of the "linear motion" in the curriculum guidelines did not provide the conceptual order for instructing. Among the three versions of textbooks, only one textbook has a high concordance in the concepts of students’ development levels. Based on the above findings, this study provides suggestions for the "linear motion" in the textbook layout, teaching, cognitive diagnosis and learning progression development models.