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題 名 | 試題呈現對學生科學概念表徵之影響 |
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作 者 | 洪木利; 林偉聯; | 書刊名 | 物理教育 |
卷 期 | 1:2 1997.10[民86.10] |
頁 次 | 頁45-63 |
分類號 | 303 |
關鍵詞 | 試題呈現; 概念表徵; 科學概念; Problem presentation; Concept representation; Science concept; |
語 文 | 中文(Chinese) |
中文摘要 | 近年來科學教育研究者對學生科學概念發展之研究, 發現學生在接受同一科學概 念測驗時,不同試題形式會影響到他們對概念的表示。因此,本研究將探討同一年級或同一 CMS ( Concept Judgment Maturity Score )階段的學生, 對同一科學概念設計不同內容 呈現的筆試試題,所表現的思考方式,及答案的表徵有何不同。本研究之「試題」係採用本 人近年來已進行過信、效度評估的六個「慣性」概念的試題,及五個「速度」概念的試題為 工具。 南部不同城鄉之國小三年級至國中二年級學生為母群, 以分層取樣及 DLPT ( Demonstration-Lead-to-Prediction Test )法的資料蒐集,得有效樣本 5021 份。在慣性 概念中,運動性體的形狀、運動狀態及所在環境等試題內容的呈現,都影響著學生對「慣性 」概念的判斷,不同呈現的影響,依次為物體運動狀態、所在環境、物體形狀。在速度概念 試題中,運動物體的出發時間、所花費時間及移動距離大小都會影響學生的判斷。在重複量 數之變異數分析及事後比較結果發現,試題有不同的內容呈現時,學生的思考及答題表徵都 受影響,不過對最高及最低 CMS 階段學生影響較少。 |
英文摘要 | In recent studies on the development of science concept indicated that students' science concept varied as to the test forms adopted for the test on a specific science concept. This paper, therefore, explored the thinking style and the answer representation of students within the same level or of the same CMS ( Concept Judgment Maturity Score) level, using papers separately designed for the same science concept. Based upon my previous research on reliability, and validity of assessment on the six initial tests and the five velocity tests. The student population ranged from the third year in the primary school to the second year of the junior high school from cities and countries in southern Taiwan. Through a stratified random sampling, we were able to collect as large a sample as 5021 students by used data collecting with DLPT (Demonstration-Lead-to-Prediction Test) method. The shape and state of a moving object affected the students' judgment of the initial: the state of a moving object being the greatest impact, the environment the second and the shape of an object the smallest. Variables such as the starting time, the time used and the distance affected students' judgment of the concept of velocity. It appeared that different problem presentation affected the thinking style and the answer representation of the students. However, for both students in the highest and the lowest CMS level, the effect was less significant by used variance analysis of repeated measures and post-hoc comparisons. |
本系統中英文摘要資訊取自各篇刊載內容。