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Dissertations / Theses on the topic 'Teaching for hot conceptual change'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Lyndon, Edward Harry. "Conceptual mediation : a new theory and a new method of conceptual change /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phl988.pdf.

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2

Ndeleni, Zingiswa. "Teaching Electrostatics in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5935.

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Magister Educationis - MEd (Mathematics and Science Education)<br>The study was conducted at a senior secondary school situated in a deep rural area of the district of Cofimvaba in the Eastern Cape Province. It was motivated by academically struggling grade 12 learners in my school who were experiencing problems in mastering the electrostatics concept which is introduced in grade 10. The aim was to come up with alternative teaching strategies that can assist learners in grasping the concept. This study employed the conceptual change framework as a teaching strategy to improve learners' underst

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3

Chong, Yuk-leung. "Effects of conceptual-change teaching strategies on students' understanding of particulate nature of matter." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18815443.

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4

Chong, Yuk-leung, and 莊玉良. "Effects of conceptual-change teaching strategies on students' understanding of particulate nature of matter." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959301.

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5

Pika, Nondumiso J. "Teaching the principle of conservation of Mechanical Energy using a conceptual change approach." University of the Western Cape, 2017. http://hdl.handle.net/11394/5940.

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Magister Educationis - Med<br>The purpose of this study was to investigate the effect of the conceptual-change teaching strategy on the Principle of Conservation of Mechanical Energy in the absence of dissipative forces. Specifically, the study used the scientific investigation and interactive simulations in the teaching of the Principle of Conservation of Mechanical Energy concepts. The research design adopted for the study was a case study in which a mixed method approach was used. A sample of thirty learners was purposively selected from a grade 10 Physical Sciences class in the rural Easte

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Fuzani, Nomfundo Cynthea. "Teaching electrical circuits in grade 10 physical science using a conceptual change approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/6277.

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Magister Educationis - MEd (Mathematics and Science Education)<br>The purpose of this paper is to investigate whether the teaching of electric circuits in Grade 10 Physical Sciences using a conceptual change approach would enhance learners' understanding of the concept. The conceptual change approach is a process whereby concepts and relationships between concepts change over the course of an individual's lifetime. The process whereby conceptual change occurs is of central interest in helping to understand the process of learning, and is also important when considering the design of instructio

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7

Riordan, J. P. "Techniques, tactics and strategies for conceptual change in school science." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13077/.

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This study explores how experienced science teachers promote conceptual change. It examines how instructional strategies, learning methods (Darden, 1991) and conceptual change interrelate. Three research methods (expert micro-teaching, verbal protocols and retrospective debriefing) were used. Data were video-recorded and managed using NVivo. Six groups of 11 year-old pupils took part (three girls and three boys) in each expert micro-teaching interview, led by a science specialist (Advanced Skills Teacher). A ‘Concurrent Verbal Protocol and Retrospective Debriefing’ interview (Taylor and Dionne

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8

Reitano, Paul, and n/a. "From preservice to inservice teaching: a study of conceptual change and knowledge in action." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041110.134020.

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It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a componen

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Reitano, Paul. "From preservice to inservice teaching: a study of conceptual change and knowledge in action." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367291.

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It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a componen

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10

Baker, Heather R. "Exploring Teaching Regimes to Change Preschoolers' Mistaken Beliefs about Sinking Objects." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384333966.

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11

Bidi, Mantua Mavis. "Using a conceptual change approach as a teaching strategy for improving learners' understanding of Chemical Change in Physical Sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5957.

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Magister Educationis - MEd (Mathematics and Science Education)<br>The purpose of this study is to investigate the use of a Conceptual Change Approach as a teaching strategy to improve learners' understanding of Chemical Change in Physical Sciences. In addition, learners' attitudes toward chemistry as a school subject and toward Conceptual Change texts were investigated. Moreover, learners' science process skills were also investigated. The study was underpinned by Conceptual Change Theory and Constructivism. The sample included 34 Grade 11 learners doing Physical Sciences. The case study is a

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12

Gray, DeLeon Lavron. "The Persuasive Characteristics of Teachers on Conceptual Change across Health Classrooms." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243995352.

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13

Harrison, Allan G. "Conceptual change in secondary chemistry : the role of multiple analogical models of atoms and molecules." Thesis, Curtin University, 1996. http://hdl.handle.net/20.500.11937/1411.

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Chemistry textbooks and teachers frequently use a variety of metaphors, analogies and models to describe atomic and molecular structures and processes. While it is widely believed that multiple analogical models encourage students to construct appropriate mental models of chemical phenomena, uncritical use of multiple analogical models may actually be responsible for a number of alternative conceptions in chemistry. Students hear and read about electron clouds and shells, atoms that are like miniature solar systems and balls, and molecules that are simultaneously represented by balls-and-stick

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14

Lam, Ching-kin, and 林正乾. "Fostering conceptual change and epistemic changes in chemistry throughcollaborative knowledge-building inquiry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48521723.

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This study examined the design and process of how students’ reflective assessment promoted collaborative metacognition for conceptual and epistemic changes, mediated by Knowledge Forum, a computer-supported knowledge building environment. Premised on the theories of knowledge building, conceptual change and epistemic beliefs, the study aimed to (1) design and evaluate the effects of collaborative knowledge building environment augmented with reflective, transformative assessment on conceptual change and epistemic beliefs change; (2) characterize the socio-cognitive dynamics of knowledge build

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Tembani, Neliswa. "Teaching Newton's Second Law of Motion in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5986.

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Magister Educationis - MEd (Mathematics and Science Education)<br>The purpose of this study was to investigate how the use of a conceptual change approach could contribute to enhance the teaching and learning of Newton's second law of motion in Grade 11 Physical Sciences. More specifically, the study attempted to answer the main research question namely, How can teaching using a conceptual change approach improve the learners' achievement in Newton's laws of motion? This study was underpinned by the theories of constructivism and conceptual change. The concept of effective teaching practice is

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16

Lake, Graham Alan. "The Effect of Teaching and Learning Strategies on Conceptual and Attitudinal Change of Gifted Primary Students." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/66104.

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This study investigated the effectiveness of teaching and learning strategies in bringing about conceptual growth and attitudinal change in gifted upper primary students. The research adopted a quasi-experimental design to compare two types of learning cycle instructions for a basic electronics course. The research concluded that three-phase learning cycles were effective in maintaining students’ high level attitudes and interest in science, but there were no statistically significant differences in conceptual understanding between the two cycles.

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Holveck, Susan, and Susan Holveck. "Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies - Scientific Inquiry and a Traditional Approach." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12414.

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This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.

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Harrison, Allan G. "Conceptual change in secondary chemistry : the role of multiple analogical models of atoms and molecules." Curtin University of Technology, Science and Mathematics Education Centre, 1996. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12238.

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Chemistry textbooks and teachers frequently use a variety of metaphors, analogies and models to describe atomic and molecular structures and processes. While it is widely believed that multiple analogical models encourage students to construct appropriate mental models of chemical phenomena, uncritical use of multiple analogical models may actually be responsible for a number of alternative conceptions in chemistry. Students hear and read about electron clouds and shells, atoms that are like miniature solar systems and balls, and molecules that are simultaneously represented by balls-and-stick

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19

Lam, Kwok-wah, and 林國華. "An exploratory study of the conflict approach and analogical approach in fostering student's conceptual change in mechanics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959490.

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20

Yuruk, Nejla. "An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of force and motion." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118949384.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xxii, 409 p.; also includes graphics Includes bibliographical references (p. 351-364). Available online via OhioLINK's ETD Center

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Lam, Kwok-wah. "An exploratory study of the conflict approach and analogical approach in fostering student's conceptual change in mechanics." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810743.

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22

Luyten, Peter Henri. "The concepts of growth and the cell : students' alternative conceptions and the nature of conceptual change." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31103.

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Learning difficulties resulting from students holding conceptions of scientific concepts which are at variance with those presented in curricular materials have been identified in the literature in a number of areas of science. In this study a number of student learning difficulties related to the concepts of growth and the cell were identified. More specifically, this study was designed to investigate whether alternative conceptions held by students prior to instruction were, in part, responsible for these learning difficulties. The study also investigated whether omissions in instruction con

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McLure, Felicity Isabel. "A Critical Evaluation of the Thinking Frames Approach as a Teaching Strategy for Multidimensional Conceptual Change in the Science Classroom." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/70404.

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This study investigated how a multi-dimensional conceptual change strategy, called the Thinking Frames Approach (TFA), supported students’ learning. The study was conducted in Grades 8-10 science classes over a two-year period. Results showed that students improved their conceptual understanding and written explanations in many science topics. Students’ interest and self-efficacy in science were also positively influenced. TFA support provided to the teacher in guiding students to go through multi-dimensional conceptual change is also discussed.

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24

MacMillan, Kenneth. "The use of bridging analogies in encouraging conceptual change in the teaching and learning of momentum and kinetic energy in Physics." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=13716.

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25

Kattoula, Ehsan Habib. "Conceptual Change in Pre-Service Science Teachers' Views on Nature of Science When Learning a Unit on the Physics of Waves." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/32.

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Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the nature of science and science inquiry themes across all grade levels. Consideration must be given to pre-service science teachers’ nature of science conceptions and their perceived roles in implementing the nature of science in the science classroom. This qualitative study investigates how pre-service science teachers’ views about the nature of science develop and change when learning a college physics unit on waves in an urban university. The study uses case study meth

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Wild, Tiffany Ann. "Students' with visual impairments conceptions of causes of seasonal change." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217635372.

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27

Hanrahan, Mary U. "Conceptual change and changes of heart: A reflexive study of research in science literacy in the classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.

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In this thesis, I present my themes at two levels. On one level I am concerned with learning in secondary school science, which the science education literature has shown to be problematic in some areas, while at the second level, I am concerned with my own learning, which leads me to search for a methodology consistent with my developing theory about learning and change. I have constructed a partial explanation for unsatisfactory learning in science, using a cross-disciplinary body of literature (including that relating to critical literacy teaching, second language learning, social and co

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Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.

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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.

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Thomas, Gregory P. "Developing metacognition and cognitive strategies through the use of metaphor in a Year 11 chemistry classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36604/1/36604_Digitised%20Thesis.pdf.

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Several problems persist in relation to students' science learning. One problem is that students have often been found to be lacking in metacognition, that is, they show minimal evidence of knowledge, awareness and motivated application and control of learning processes associated with higher order learning including cognitive strategies. A second problem, not restricted to science learning and related to the first problem, is that students have been repeatedly found to possess narrow views of teaching and learning that restrict their willingness to be self-regulators of their own learning. Bo

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Chirinéa, Guilherme. "Análise comportamental do modelo de mudança conceitual /." Bauru : [s.n.], 2006. http://hdl.handle.net/11449/90878.

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Orientador: Jair Lopes Junior<br>Banca: Kester Carrara<br>Banca: Sérgio Dias Cirino<br>Resumo: O modelo de mudança conceitual,de reconhecida difusão na área do Ensino de Ciências,foi alvo de diversas críticas e revisões ao longo dos mais de vinte anos desde sua proposição inicial. oder-se-ia afirmar,no entanto,que tanto os proponentes do modelo quanto seus críticos apresentam um enfoque restritivo no tratamento das medidas comportamentais correspondentes à ocorrência ou não de mudança conceitual. Admite-se,como hipótese deste trabalho,que o Behaviorismo Radical propicia ferramentas capazes de

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Seddon, John Whittington. "The Outcomes Of New Teachers Being Reflective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1425.

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New university teachers are typically advancing scholars who have recently commenced academic teaching duties. Referred to as neophytes in this study, these teachers are usually early career academics, postgraduate students or sessional lecturers who begin teaching with little more training than attendance at short professional development courses or seminars. Their teaching and learning theories are generally naive and their practice is often limited. In view of the already substantiated connections that have been found between teachers’ conceptions of teaching (COTs) and their practical appr

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Clancy, Shannon M. "The Mediating Effects of Science Classroom Talk on the Understanding of Earth-Sun-Moon Concepts with Middle School Students Who are Deaf or Hard of Hearing." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483721076314004.

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Koehler, Karen E. "Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494273823844707.

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Gois, Fabio Moraes. "Emoção, tomada de decisão e mudança conceitual: um estudo sobre concepções alternativas e científicas em biologia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/41/41135/tde-06032015-103643/.

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Concepções alternativas são compreensões não científicas estáveis e bastante resistentes a mudanças, forjadas pela experiência cotidiana dos indivíduos. Pesquisadores têm mobilizado esforços para entender como elas interagem com os conteúdos científicos presentes no contexto escolar e universitário. Tem ficado evidente que a mudança conceitual não depende apenas de processos puramente cognitivos. O ensino capaz de promover verdadeiramente uma mudança conceitual, deve integrar formas de aumentar o engajamento emocional dos estudantes, de modo que esta relação afetiva com o conhecimento faça com

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Chirinéa, Guilherme [UNESP]. "Análise comportamental do modelo de mudança conceitual." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90878.

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Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-04-07Bitstream added on 2014-06-13T20:32:15Z : No. of bitstreams: 1 chirinea_g_me_bauru.pdf: 517463 bytes, checksum: df83153ec432854159e0aa3bd3ea803d (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O modelo de mudança conceitual,de reconhecida difusão na área do Ensino de Ciências,foi alvo de diversas críticas e revisões ao longo dos mais de vinte anos desde sua proposição inicial. oder-se-ia afirmar,no entanto,que tanto os proponentes do modelo quanto seus c

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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.

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Oliveira, Renata Portugal. "O ensino da evolução biológica sob a perspectiva da construção do conhecimento." Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br:8080/handle/prefix/2897.

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Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-26T12:57:46Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Renata Portugal Oliveira_Dissertacao (1).pdf: 4660169 bytes, checksum: 12f1e649ebf0debbb4b1f106440fc10b (MD5) Renata Portugal Oliveira_Produto da Dissertacao.pdf: 4143331 bytes, checksum: 49aa4e2e0244dd2bbdbc472c55252869 (MD5)<br>Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-26T17:22:27Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427

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Nkopodi, Nkopodi. "Language and conceptual change strategies in physics teaching." Thesis, 2014.

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This study considers pupils understanding of the topic of pressure together with some of the language problems they experience. Some language strategies which may be used by teachers to remedy these problems are identified. The sample is mainly standard 7 black children (aged about 13, N = 431) in a second language situation in South Africa. The black children spoke mainly Sepedi (also known as Northern Sotho) at home. However two classes of English first language pupils and teachers were involved in the initial stages of the research. During this initial investigations ten lessons an

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Liang, Ya-Hsiou, and 梁雅琇. "Computer Virus Misconception and Teaching Effect of Conceptual Change." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/9s4jfh.

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碩士<br>國立臺東大學<br>教育研究所<br>95<br>The purpose of this study is to find misconceptions of computer virus and access the effectiveness of conceptual change after teaching. At first, a conceptual graph was illustrated to present necessary constructs to understand characteristics of computer virus. In order to access the misconceptions of computer virus, a paper-and-pencil test based on the conceptual map then was designed to test the constructs. To reconcile the teaching with strategy and materials and control the other variables that could affect learning, an instructional design based on ADDIE mod

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Tippett, Christine Diane. "Conceptual change : the power of refutation text." 2004. http://hdl.handle.net/1828/537.

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Using a mixed method research design in which qualitative techniques were embedded in a quasi-experimental approach, I investigated the use of refutation text as a strategy for correcting science misconceptions. Forty Grades 3 and 4 students at an elementary school situated in an economically and ethnically diverse Victoria neighborhood participated in this study. A true or false pretest identified which of eight target misconceptions were held by individual participants and indicated that all but three participants held four or more misconceptions. During the intervention phase, participants

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蔡惠萍. "A constructivist teaching strategies apply for conceptual change of inheritance." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/74623176541566509321.

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碩士<br>國立花蓮師範學院<br>國小科學教育研究所<br>90<br>The purpose of this research was to explore the concepts of inheritance on the 6th grade students in the elementary school. A genetics-comprehension picture-drawing testing and a semi-constructed interview were used to examine students’ alternative concepts in three genetics concepts which included mating of homo-species, inherited characteristics and cannot be inherited the inheritance of acquired characteristics before and after teaching the genetics lesson. A constructivist model developed by Driver and Oldham（1986）were applied in this research. In addit

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Hsieh, Jinmeei Kuo. "Influencing fourth grade students' conceptual change about light propagation." Thesis, 1995. http://hdl.handle.net/1957/34528.

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The purpose of this study was to examine whether teaching materials designed around fourth graders' preconceptions effectively produced conceptual change about light propagation. Four Taiwanese fourth-grade intact classes (194 subjects), taught by two teachers, participated in this study. The experimental group was exposed to the conceptual change materials (CCM), and the control group was exposed to the current traditional materials (non-CCM). A 10-item paper-and-pencil instrument for assessing conceptual change was developed, which included three categories: Category I, a window image, a phe

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Chia, Ellen, and 賈本惠. "A study of 5th grade pupils’ conceptual change teaching strategy of photosynthesis." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/66600680627062278892.

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碩士<br>國立屏東師範學院<br>數理教育研究所<br>90<br>A study of 5th grade pupils’ conceptual change teaching strategy of photosynthesis. Abstract The purpose of the study is to explore elementary school 5th grade pupils’ misconceptions of photosynthesis. Next, is to develop conceptual change teaching strategy. The research approach is a quasi-experimental design, choose four classes of 5th grade for sample, two are experimental group, the other are control group. The teaching method use Osborne and Freyberg (1985) four stages conceptual change teaching strategy on experimental group. From

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尤建捷. "A Study of POE Teaching Strategy on the Ninth Graders’ conceptual change." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/07605605229162736935.

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碩士<br>國立臺灣師範大學<br>科學教育研究所<br>96<br>Investigated was the effectiveness of POE（Prediction-Observation-Explanation） teaching strategies on students’conception and the students’ conceptual change about images formed by convex lens. Thirty four ninth graders were involved. The instruments were paper test which related to images formed by convex lens（α＝.74）and worksheets. The test consisted of 11 questions classified into two parts:the first part was six questions related to real images formed by convex lens, lens properties and light dispersion；the second part was five misconception questions. The

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Lu, Li-Min, and 盧莉閔. "A Study of Conceptual Change Teaching Strategy Used in Middle School Biology Classes." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/29628919192128468724.

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碩士<br>國立彰化師範大學<br>科學教育研究所<br>86<br>ABSTRACT Most students learn science without true understanding that reveals students do not internalize science into their individual cognitive structure. However, an objective of science education currently stresses the importance of meaningful learning rather than learning by rote. Many science educators suggest various conceptual teaching strategies to help students learn science. This study investigates the effect of a conceptual teaching

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Chen, Mei-Yen, and 陳美言. "An Action Research of Applying Conceptual Change Teaching Strategy to Accounting Remedial Teaching in Vocational High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/fxg54m.

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碩士<br>國立臺北科技大學<br>技術及職業教育研究所<br>105<br>The purposes of this study were to explore the encountered problems and the corresponding solving strategies of applying the conceptual change teaching strategies to accounting remedial instructions in vocational high school, the influence of students’ learning and the reflection of the teacher on instructions after applying the conceptual change teaching strategies. The participants were 7 eleventh graders with misconceptions of notes receivable from a vocational high school. All the participants engaged in 8 times of accounting remedial instructions thr

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Chao, Shu-Fan, and 趙淑芳. "The Impact of Inquiry-Based Teaching on Fourth Graders’ Conceptual Change and Learning interest." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/9r5584.

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碩士<br>中原大學<br>教育研究所<br>103<br>The purpose of this study was to explore the impact of Inquiry-Based Teaching on conceptual change and learning interest of fourth-grade students. Furthermore, we offered our viewpoints and make proposals as references for the researchers who intended to conduct Inquiry-Based teaching and learning. Two fourh-grade classes of the elementary school in Tau-yang city were selected to be the research sample who were divided into the experimental group students（n=30）and the control group students (n=30). Inquiry-Based Teaching was used to be an instruction model for th

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Chang, Chia-hung, and 張家紘. "The Effects of Application of Conceptual Change Teaching Strategy on Simple DC Circuits Instruction." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/76544795133437803166.

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碩士<br>國立屏東科技大學<br>技術及職業教育研究所<br>93<br>The aim of this study was to apply conceptual change teaching strategy on direct current (DC) simple circuit. The subjects consisted of 76 first-grade vocational high school students. The researcher adopted the static-group pretest-posttest design to divide the subjects in to two groups, experiment group and control group. First of all, participants were demanded to complete ”Concept of Simple DC Circuits Test”, which was composed by the researcher for the purpose of understanding students’ misconception about simple DC circuits. Afterward, the research

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Kao-Tai-Huang and 黃高泰. "5E learning cycle through teaching the 4th students to explore conceptual change in the electrical studies." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/hf83bh.

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碩士<br>國立高雄師範大學<br>科學教育研究所<br>97<br>This study was to explore the fourth grade students in the electrical unit, through the 5E learning cycle curriculum design and in the teaching process to explore the concept of change in the performance of students, as well as teaching in the teaching of the change. In this study, quasi-experimental study, combined quantitative and qualitative in-depth interpretation of data to compare the 5E learning cycle teaching model (experimental group) and the general approach (control group) to students the concept of change in the electrical differences. The two gro

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HUANG, WAN-JU, and 黃婉茹. "Effects of Conceptual Change Teaching Strategies on Fifth-Graders' Learning Achievements and Misconceptions Concerning Area in Mathematics." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3czat5.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>105<br>This study explored the effects of conceptual change teaching strategies on fifth-graders’ learning achievements and misconceptions concerning math lessons on the topic of area. A quasi-experimental design was adopted with both qualitative and quantitative methods. Purposive sampling was conducted to recruit 61 students from fifth-grade classes in an elementary school in northern Taiwan, who were randomly divided into experimental and control groups according to the original classes. Multimedia teaching was administered to both groups, but only t

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