建模教學對國小學童的模型認知及地質概念理解之影響

The Effect of Modeling Instruction on Understanding of Models and Geologic Conceptions of Primary School Students

10.6173/CJSE.2011.1904.04

洪振方(Jeng-Fung Hung)；莊敏雄(Min-Shiung Chuang)；宋國城(Quo-Chen Sung)

地質概念理解 ； 建模教學 ； 模型認知 ； Geologic Conceptions ； Modeling Instruction ； Understanding of Models

科學教育學刊

19卷4期（2011 / 08 / 01）

309 - 333

繁體中文

This study aimed to investigate the effect of modeling instructions on understanding of models and geologic conceptions of primary school students using a quasi-experimental design. A six-week geologic conception teaching sequence was conducted in three classes of sixth grade students. The classes were subjected to different modeling instructional approaches and were entitled: Modeling Sequences (Guiding students to construct models through teacher-student discussion), Model Making (Guiding students to construct models using teacher demonstration of model making) and Graphical Models (Guiding students to draw models through teacher illustration of graphic models). Pre-and post-teaching assessment was implemented using the SUMS (with a Cronbach's α value of .85) and a Geologic Conception Test (with a Cronbach's α value of .83, an average item difficulty of .45, and a discriminant validity of each question higher than .25). The pre-test data were used as the covariate for ANCOVA. The pre- and post-teaching ground plane structure models drawn by the students were used to analyze their model-using ability. The findings revealed that for understanding of models and for geologic conceptions, Modeling Sequence had the highest score, followed by Model Making and then Graphical Models (p＜.050), and that Modeling Sequence had the best score for model-using ability.

This study aimed to investigate the effect of modeling instructions on understanding of models and geologic conceptions of primary school students using a quasi-experimental design. A six-week geologic conception teaching sequence was conducted in three classes of sixth grade students. The classes were subjected to different modeling instructional approaches and were entitled: Modeling Sequences (Guiding students to construct models through teacher-student discussion), Model Making (Guiding students to construct models using teacher demonstration of model making) and Graphical Models (Guiding students to draw models through teacher illustration of graphic models). Pre-and post-teaching assessment was implemented using the SUMS (with a Cronbach's α value of .85) and a Geologic Conception Test (with a Cronbach's α value of .83, an average item difficulty of .45, and a discriminant validity of each question higher than .25). The pre-test data were used as the covariate for ANCOVA. The pre- and post-teaching ground plane structure models drawn by the students were used to analyze their model-using ability. The findings revealed that for understanding of models and for geologic conceptions, Modeling Sequence had the highest score, followed by Model Making and then Graphical Models (p＜.050), and that Modeling Sequence had the best score for model-using ability.

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