多面向概念改變架構融入5E探究式教學策略對概念改變成效的探討－以轉動與力矩單元為例

The Effect of Combining 5E Inquiry Instructional Strategy with a Multidimensional Framework for Conceptual Change on Students' Learning in Rotational Motion and Torque Concepts

10.3966/207136492017121003004

張英琦(Ying-Chi Chang)；林建隆(Jang-Long Lin)；鄭孟斐(Meng-Fei Cheng)；張誌原(Jih-Yuan Chang)

5E探究式教學 ； 多面向概念改變架構 ； 概念改變 ； 轉動與力矩 ； 5E Inquiry Instructional Strategy ； Multidimensional Framework for Conceptual Change ； Conceptual Change ； Rotational Motion and Torque

師資培育與教師專業發展期刊

10卷3期（2017 / 12 / 01）

87 - 117

繁體中文

本研究旨在藉由準實驗研究法，探討以多面向概念改變架構融入5E探究式教學策略，發展「轉動與力矩」單元教材進行教學，對學生概念改變的成效。研究對象為中部某國中九年級學生，實驗組與控制組各兩個班級共160人。實驗組以本研究發展之教材進行5E探究式教學，控制組以現行教科書進行輔以示範實驗及問題討論的探究式教學。教學前兩組學生皆已完成轉動與力矩另有概念二階診斷測驗前測及邏輯思考測驗；並於教學後一週內進行轉動與力矩另有概念二階診斷測驗後測。此外，本研究於實驗組兩個班級各選取一小組進行教學時之課室觀察以了解教材設計的有效性。藉由實驗組課室觀察分析，以及兩組前後測所得資料進行統計分析，結果顯示以多面向概念改變架構融入5E探究式教學策略發展教材並進行教學是相當可行，並且能夠有效促進學生克服另有概念進而產生概念改變。

This study conducted a quasi-experimental design in order to develop teaching materials about Rotational Motion and Torque, by combining the 5E Inquiry Instructional Strategy with Multidimensional Framework for Conceptual Change. By doing so, we explored the effectiveness of the teaching materials on students' conceptual change. The participants included a total of 160 students from four classes in a junior high school in central Taiwan, with students from two classes labeled as the experimental group and the other two classes as the control group. The teaching materials used in the experimental group were designed by the researchers in this study, using the 5E inquiry instructional strategy. On the other hand, the control group was taught using commercially available textbooks adopted by the school, supplemented by inquiry instruction activities such as demonstrative experiments and discussions of questions. Before the teaching of the unit on rotational motion and torque, all the participating students took pretests that consisted of a two-stage diagnosis test in their alternative conceptions of rotational motion and torque and a test of logical thinking. Subsequently, one week after the teaching of the unit they took the two-stage diagnosis test in alternative conceptions of rotational motion and torque again as a post-test. In order to understand the effectiveness of the teaching materials developed in this study, the researchers also selected two small groups each from the two classes in the experimental group for classroom observations. The data collected from these observations and pre- and post-tests were then analyzed. Results obtained herein indicated that it is practical to use the learning materials developed by combining the 5E Instructional Model with the Multidimensional Framework for Conceptual Change in a classroom setting. In terms of conceptual change, they are also effective for helping students overcome their alternative conceptions.

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