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「表達」在「抽象科學概念學習」上的教學功能

By [[author]]吳紀蓉, [[author]]Joanne Woo, 吳紀蓉 and Joanne Woo

Abstract

[[abstract]]Abstract Science concepts are often regarded as ,“hard to learn” because of the abstract and microscopic characteristics. Teachers often use many ways to transmit science concepts to help students understand , but the only way to understand what has been constructed by the students is to let them express or voice out what are in their minds. Often because of the limitation of time within a class period , chances for students to discuss and to do writing activities are scarce. The purpose of this study is to learn more about “the enhancement of the comprehension of abstract science concepts by giving students more chance to express”.This study began with a planned teaching material which could give students more classroom discussion opportunities and writing –to-learn activities. Then the teacher analyzed the feedback from the students and gave grades from three aspects : “the knowledge and concepts acquired “ , “the ability to structure and to apply”, and “the ability to express accurately”. And along with the notes taken during class of the students’ participations, this study analyzed the facilitative functions of classroom discussions and writing-to-learn strategies in the learning of science. Results of this study includes: (1)What students presented, either orally or written, concretely represented what students have had in mind. Thus, teachers could give instructions right away and students could compare the differences between “the conceptual model” and their own “mental models”. (2)During the process of which students tried to state what’re in their minds in their own words, enhanced the comprehension of abstract science concepts. (3)Classroom discussions accomplished the function of cooperative learning. Classroom discussions planned and guided by the teacher, small group discussion followed by a whole class discussion, and positive reinforcement given from the teacher made teaching more effective. (4)Written presentation were asked to be completed precisely,therefore, lowered the possibility of the formation of misconceptions or alternative concepts. (5)For higher academic achievement (such as performances on summative exams ), other strategies should be used also to make learned concepts firmly kept in mind.

Topics: 科學寫作, 表達, 課堂討論, 概念形成, writing-to-learn, presentation, classroom discussion, concept formation, [[classification]]38
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/8241
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