Literaturnachweis - Detailanzeige
| Autor/in | Tsai, Chin-Chung |
|---|---|
| Titel | REASERCH REPORT: Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric-circutis. |
| Quelle | In: International journal of science education, 25 (2003) 3, S. 307-327Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Interview; Fehlvorstellung; Test; Conceptual Change; Elektrizitätslehre; Stromkreis |
| Abstract | 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. |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2004_(CD) |
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