| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 107 === The present study adopted an action research method, and its purpose is to develop an instructional module about heat temperature based on multiple representations approach. It explores the challenges and solution strategies encountered while developing and implementing the instructional module and the learning outcomes of the students. The participants of the study are from two regular classes of eighth-graders at an urban junior high school in central Taiwan. The lessons were taught with the instructional module developed by a research team. The research tools included achievement tests administered before and after the designated course, semi-structured interview form. The data collection included worksheets of multiple representations, video and audio recordings, meeting minutes with the research team, interview reports of the students, and teacher diaries. Qualitative data was the primary materials of analysis and was supplemented with quantitative data such as achievement tests before and after the course to run the paired t-test.
The results of the study indicate the following phenomena. First, in the instructional module development phase, the research team did not master the application of multiple representations scaffolding techniques, which led the team failed to design temperature and heat multiple representations that were concrete enough for the participants. However, the problems were fixed after group lesson planning discussions with other members of the team. Second, in the implementation phase, the students falsely assumed that temperature correlates the height of water column and confused with how to deduct temperature-time graph, which led to uncorrected temperature and water-column height conversion results, inaccurate coordinates of time-temperature graphs, and erred conclusion that heating time is proportional to temperature. The difficulties were solved in the second teaching cycle with improvising and modification based on the effort of the team classroom observation and reflection during the first teaching cycle. Third, in terms of learning outcomes, participants did significantly better at post achievement tests than pre-tests in both runs. And the qualitative data indicates that the students learned the difference of temperature is proportional to the difference of water-column height through complementary of simplified thermometer diagrams and proportion scales. Through model progression, they acquired the concept of heat and thermal equilibrium. Besides, they understood the condition for two variables proportionate to each other on coordinate planes and correctly deduct how the temperature of different objects change as heating time alternates via dynamic linking between tables and coordinate plane graphs.
|
|---|
