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題 名 | 水平面概念與水平面高度測量概念發展的相關性研究=A Developmental Study of Students' Conceptions of Height and Horizontality in the Water-Line Problem |
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作 者 | 黃湘武; | 書刊名 | 科學教育學刊 |
卷 期 | 8:2 2000.06[民89.06] |
頁 次 | 頁157-177 |
分類號 | 330.3 |
關鍵詞 | 水平面; 空間; 參考座標系; 成長; 概念; 皮亞傑; Water level; Space; Reference frame; Development; Concept; Piaget; |
語 文 | 中文(Chinese) |
中文摘要 | 本報告係關於學生水平面概念與水面高度測量能力發展的相關性研究。我們發現, 學童的水面高度測量概念相當於學童建構一外在二維參考座標系的能力,它是水平面概念發 展的必要條件。在954位表現正確水平面概念的學童中, 有約97﹪的人同時也表現正確的水 面高度測量概念,或二維參考座標系的能力。我們也發現,水面高度測量概念或參考座標系 能力並非水平面概念的充份條件。在1681位表現正確水面高度測量概念或二維參考座標系能 力的學童中,只有約55﹪的人同時也表現正確的水平面概念。此種非充份性,解釋了水平面 概念在教學效果上的有限性。先達到正確水面高度測量的學生人數,約為先達到正確水平面 概念的人數的30倍(p<0.001)。我們也發現,多數學童在不同題目所表現的水面高度測量 的錯誤模式並不固定,而係呈現一種跳躍式的變化。此種現象,顯示這些學童在不同的題目 考慮水面高度測量的方式時,是在對不同部份的空間進行關係的建構。因此二維參考座標系 能力,或水面高度測量概念,僅係代表學童的一種部份的空間建構能力。本研究採用的是示 範式的群測法,測試樣本包括國小,國中,及高工等共約2400名學生。本研究結果增進了我 們對於學童空間概念發展的進一步瞭解,為未來有關的教學診斷或設計提供有價值的參考。 |
英文摘要 | This was a correlational study of the development of students' conceptions of water-line horizontality and water-line height measurement. It was found that the conception of correct water-line height measurement was equivalent to the mental ability of constructing an external reference frame and, thus, was a necessary condition for the conceptual development of water-line horizontality. Of the 954 students who demonstrated a correct conception of horizontality, as much as 97% demonstrated a correct conception of height measurement. We also found that a correct conception of height measurement was not a sufficient condition for a correct conception of horizontality. Of the 1681 students who demonstrated a correct conception of height measurement, only about 55% of demonstrated a correct conception of horizontality. This insufficiency explained the students' limited learning in any activity. The ration of students who first developed the correct conception of height measurement to those who first developed a correct conception of horizontality was about 30 (p<0.001). The data also indicated the type of incorrect height measurements peformed by students changed from problem to problem. These changes indicated that the process of choosing the type of height measurement in different problem involved different aspects of space construction. The conception of height measurement, or the construction ability. A group of 2400 elementary school, high school, and vocational school students comprised the sample. The study improved our understanding of students' conceptual development of space, and the results will be valuable for the design or diagnosing of additional learning activities. |
本系統中英文摘要資訊取自各篇刊載內容。