The purpose of this study is to explore the effects of teaching based on
Human Constructivism on the integrated-concepts learning in the junior high
biology classrooms. This research uses quasi-experimental researching method.
Two classes taught by the researcher were selected. One class was taught
according to human constructivism that emphasized on hands-on activities and
students' active participations as the experimental group. The other class was
taught as tradition way emphasized on lecture as the control group. The
instruments used in this study were misconception tests on digestive and
circulatory systems, and the situated drawing exercises. The results indicate: (1)
There is a significant difference on the scores of misconception test of digestive
system, the experiment group is better than control group. (2) There is no
significant difference on the scores of misconception test of the circulatory
system of the high-grade groups of these two classes. However there are
significant differences of the middle-grade and low-grade students between these
two classes. (3)There is a significant difference on the scores of the situated
drawing exercises between these two classes. (4) When comparing the
conception learning of heart chambers, blood circulatory direction, and the blood
circulatory process in the student's misconception test and post-test, the decay is
comparatively serious to control group than the experimental group. (5)
Analyzing the situated drawing exercise, there are five patterns in students'
conceptions. (6) Only 5.6% students of the experimental group present puzzled
conceptions, but the percentage of the control group is 58.8%. (7)
Experimental group has better progress than the control group on dynamic
cyclical process and the decay speed of conceptions is slower of the
experimental group than control group. (8)Both groups' conceptions are more
and more refined, it indicates that forming new knowledge can help students to
construct and reconstruct their knowledge.