標題: Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric-circuits
作者: Tsai, CC
教育研究所
師資培育中心
Institute of Education
Center of Teacher Education
公開日期: 1-三月-2003
摘要: Research in science education has revealed that students have alternative conceptions when learning various domains in science. The conflict map uses a series of discrepant events, critical events, relevant scientific conceptions and perceptions to promote student conceptual change. This study was conducted to examine the effects of using a conflict map on eighth graders' conceptual change and ideational networks about simple series electric circuits. Through a quasi-experimental research design, 93 of Taiwan's eighth graders were assigned to a control group, receiving traditional instruction, while 97 eighth graders were assigned to an experimental group, which used a conflict map as an instructional tool. Research data gathered from a two-tier test revealed that the conflict map could help students overcome alternative conceptions about simple series electric circuits. Student interview data, analysed through a flow map method, also showed that the use of conflict map could help students construct greater, richer and more integrated ideational networks about electric circuits.
URI: http://dx.doi.org/10.1080/09500690210145756
http://hdl.handle.net/11536/14465
ISSN: 0950-0693
DOI: 10.1080/09500690210145756
期刊: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume: 25
Issue: 3
起始頁: 307
結束頁: 327
顯示於類別:期刊論文


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  1. 000182245200002.pdf