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探討資訊科技融入科學學習的成效：以四季概念學習為例 許瑛玿 國立台灣師範大學 地球科學系 & 科學教育中心 2008/03/19. Outline. 創新教學模式： The TEL model 系列研究在使用創新教學模式促進學生四季概念的改變： The TEL model vs. Conceptual Change 結論與討論：資訊融入教學在概念改變的相關研究成果. What inspires me?. “Learning Cycle” (Karplus & Their, 1967; Renner &Stafford, 1972)
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探討資訊科技融入科學學習的成效：以四季概念學習為例許瑛玿國立台灣師範大學 地球科學系 & 科學教育中心2008/03/19
Outline • 創新教學模式：The TEL model • 系列研究在使用創新教學模式促進學生四季概念的改變：The TEL model vs. Conceptual Change • 結論與討論：資訊融入教學在概念改變的相關研究成果
What inspires me? • “Learning Cycle” (Karplus & Their, 1967; Renner &Stafford, 1972) • Learning for Use (Edelson, 2001)
What is The TEL model? • Framework of “Technology Enhanced Learning” Model
Why do I propose a Model? • Most science lesson plans and learning activities do not start from actual life experience. It is therefore not surprising that a majority of students cannot apply their school knowledge to solve problems in real-life situations. 能應用於真實情境中 • The goal of the TEL model is to foster students’ acquisition of synthetic knowledge through meaningful learning by integrating technology into an inquiry-based learning environment. 透過科技引導學生進行科學探究，而發展出統整性高的知識
Why do I propose a Model? • What are the most important cognitive processes in science learning? - Instead of focusing on how teachers should deliver information, this model emphasizes students’ active participation in learning activities in which they must develop and apply ideas . 提供學生可以主動學習和應用觀念的學習環境 • What features and learning tools should be included in the model in order to engage students in the cognitive processes? 提供一個可增進學生認知發展的科技輔助學習活動之設計架構
How to use TEL model? • Variations to use the TEL model
Using the TEL model for Conceptual Change • Computer-based simulations, animations and modeling tools have been used to promote conceptual change (Barnea & Dori, 1999; Dori & Barak, 2001; Monaghan & Clement, 1999; Tao & Gunstone, 1999; Whitelock, Feast, & Catchpole, 1991; Windschitl & Andre, 1998).
Background • Most students have alternative conceptions related to seasons because they learn them from life experiences or books with incomplete explanations (Baxter, 1989). • In Taiwan, the topic of seasons is typically covered in fifth, sixth, tenth and eleventh grade textbooks.
Why is Seasonal Change hard to learn? • students’ spatial abilities affect their learning about seasons because the explanatory model of seasonal change involves the perception of axis tilt and relative positions between the Earth and Sun (Chiu & Wong, 1995) • some students’ alternative conceptions about seasons fit into their life experiences; for instance, it is hot close to a heat source so the aphelion of the earth’s revolution is winter and the perihelion is summer (Baxter, 1989; Jiang,1993; Philips, 1991; Sharp, 1996) • it surpasses our observation on the earth. Students cannot visualize how the axis tilt of the Earth and the orbit of the earth’s revolution around the sun affects the seasons
Alternative Conceptions about Seasonal Change -1 • Phenomenon or experiences: the sun covered by clouds (Baxter, 1989; Sharp, 1996; Jiang,1993) or the planetary wind systems (Jiang,1993; Chen, 2000) cause seasons. • Facing toward or away from the sun: the revolution of the sun around the earth (Baxter, 1989; Chen, 2000; Chiu & Wong, 1994) or the rotation of the earth (Chen, 2000; Chiu & Wong, 1995; Sharp, 1996) makes the sun sometimes face toward the earth (summer) and sometimes face away from the earth (winter). • The duration of sun’s irradiation of the earth: changing the speed of the earth’s revolution around the sun causes the seasons (the speed is slow in summer which makes the sun’s radiation higher and contrariwise in winter) (Chen, 2000; Sharp, 1996).
Alternative Conceptions about Seasonal Change -2 • The tilt of the earth’s axis causing the change in distance or sunshine area: the sunshine area in the northern hemisphere is bigger (summer) than that in the southern hemisphere (winter) because of the earth’s tilt (Chen, 2000). • The distance between the sun and the earth: The aphelion of the earth’s revolution is winter and the perihelion is summer (Baxter, 1989; Jiang,1993; Philips, 1991; Sharp, 1996).
系列研究 • Identify students’ alternative frameworks (Misconceptions) • Integrate teaching strategies into the TEL model based on students’ alternative frameworks examine the efforts of the TEL model in conceptual change (RISE) • Identify certain characteristics in teaching and learning and examine them using experimental design investigate the effects of these learning activities on cognitive growth in different instructional stages: intuitive understanding stage (contextualization and sense-making) and relation construction stage (exploration and modeling). (Science Education) between a teacher-guided (TG) class (with whole-class presentations) and a student-centered (SC) class
Study I: The TEL model vs. Conceptual Change • Purpose: Explore how a TEL environment promotes students’ conceptual understanding about reasons for the seasons • Research Question: What conceptions about the seasonal change do student have before and after learning with the Lessons Seasons?
Method • 76 grade 11 senior high school students at a public senior high school located in the north of Taiwan • used a pre-test/post-test (concept mapping) design associated with semi-structured interviews
Scoring Concept Maps • Students’ concept maps were scored by comparing them with an expert’s concept map • The scoring rules ( Novak & Gowin, 1984) on propositions, hierarchy, cross links and examples: • 1 point for each correct proposition and 0.5 point for an unclear proposition using indefinite linkages or vague concepts. • Each correct hierarchy scored 5 points. If a hierarchy included a correct node, a student would earn 1 point but lose an extra 2 points for each wrong node. • Each meaningful cross link scored 10 points and each correct example scored 1 point. • The inter-person reliability of the concept map scoring was .84.
An example of scoring student’s concept map (the score = 36.5) • Appendix II-B
From Type 1 alternative conception to Type 5 alternative conception
From a partial scientific explanation to Type 5alternative conception
From Type 1 alternative conception to a partial scientific explanation
From Type 1 alternative conception to a scientific explanation
From a partial scientific explanation to a scientific explanation
Results • The number of alternative conceptions held by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and the earth.” • The unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. • Future research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which are highly resistant to change.
Study II: Comparison Study Among Teaching Approaches: Seasons • Purpose: This study attempted to explore the ways in which two different instructional approaches in technology-enhanced environments including teacher-guided and student-centered approaches affect or impact on students’ conceptual understanding of seasons as commonly taught in Earth Science classes.
Research Questions • What conceptual changes do students move through, in trying to understand the reasons for seasons, when presented with various instructional approaches in technology–enhanced learning environments? • What are the effects of the instructional design on students’ conceptual change, as they try to understand the reasons for seasons?
Participants • Participants included 83 eleventh-grade senior high-school students attending earth science classes at a public senior high school located in the north region of Taiwan. These students were typical of eleventh graders, with a mean age of 17. • 44 for TG (10 males and 34 females), and 43 for SC mode (12 males and 31 females).
Instruments Concept maps (inter-rater reliability =0.89) • Procedure of concept mapping: • write down the reasons for seasons; • explain why and how the seasons form based on these reasons; • draw a concept map; • write a paragraph to describe your concept map. Use the same scoring technique in study I
Summary of activities and cognitive goals in different instructional approaches
pre-concept maps • exploration & modeling • explore why the Earth undergoes • seasonal change contextualization application a new situation requiring them to explain how the seasons change on Mars sense-making mid-concept maps post-concept maps Research Procedure • training lesson • concept mapping skills • computer interfaces
Frequency Analysis of Students’ Conceptions (Table 2) Frequency Analysis of Students’ Conception Types *: the total number of students is 83.**: some students held more than one subtype of alternative conception in the same type.
Conceptual Evolution in different instructional stages • Simplify 6 types of alternative conceptions • the phenomenal model including numbers (2), (3), and (4) • the assimilatory model including numbers (5) and (6) • the partial to complete scientific model including numbers (7) and (8) • Two instructional stages : Intuitive Understanding Stage (Stage I) and Relation Construction Stage (Stage II). • Results in two Groups: • The single conception group whose concept maps were detected only one type of alternative conception in all tests (Profile plots) • The multiple conception group whose concept maps were identified more than one type of alternative conception in any of the three tests (Cases)
Conceptual Evolution in TG group squares: the wholesale changes; circles: the negative changes
Conceptual Evolution in SC group squares: the wholesale changes; circles: the negative changes
Profile plot of concept-map scores vs. instructional approaches
Case: TG-1 • Interpretations with the pre-concept map: (1) air pressure, monsoon (2) Siberia High Pressure Center affects weather in winter and Low Pressure in Northern Pacific Ocean affects weather in summer. Therefore, it is northeasterly wind in winter and it is southeasterly wind in summer. Figure 4a : Pre-concept map of Case TG-1 (Total score: 0)
Interpretations with the middle-concept map: (1) planet wind (2) Wind causes seasonal change (3) monsoon does not affect seasonal change. Figure 4b : Mid-concept map of Case TG-1 (Total score: 0)
Case: TG-2 • Interpretations with the pre-concept map: (1) the earth’s revolution<2.5>directly strike the earth [1] (2) the inclination of the earth’s axis the sun-earth distance Pre-concept map of Case TG-2 (Total score:3.5)
Only interpretations without mid-concept map: It seems that sun’s revolution, earth’s rotation, and the sun-earth distance are not the factors influencing seasonal change. Perhaps, seasons are caused by planet wind. Mid-interpretations of Case TG-2 (Total score: 0)
