查詢結果分析
來源資料
頁籤選單縮合
題 名 | 國小五年級學童電學概念改變之研究=A Study of Conceptual Change on Electricity Units in 5芌 Grade Students in Taiwan |
---|---|
作 者 | 陳義勳; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 2004專刊 民93.12 |
頁 次 | 頁13-39 |
分類號 | 523.36 |
關鍵詞 | 迷思概念; 認知衝突教學策略; 概念改變; Mainstream science concepts; Misconceptions; Cognition confliction-teaching strategies; |
語 文 | 中文(Chinese) |
中文摘要 | 此研究的目的在於探討國小五年級學童電學概念改變,本研究帾選取臺北市南港區某國小十三個五年級的學生為樣本學生,經過九十二學年度第一學期至九十二學年度第二學期,歷時一年,而研究的工具是民國八十九年、九十年、九十一年國科會專案研究發展出來的工具,總共試題八題,分別是關於: (1)三個串聯電池放置在手電筒中,通過那一個電池的電流最多; (2)一個電池供應兩個並聯的電燈,當一個電燈壞了,另一個電燈會如何; (3)一個膧池供應兩個串聯的電燈,其兩燈會如何的問題; (4)一組兩個串聯的電池供應一個電燈與一組兩個並聯的膧池供應一個電燈,其燈的亮度比較之問題; (5)一個電池供應一個電燈與一個膧池供應兩個並聯的電燈,其燈泡亮度之比較問題; (6)一個電池供應一個電燈與一個膧池供應兩個串聯的電燈,其燈泡亮度之比較問題; (7)在公寓公子的電路設計,希望人在一樓上二樓時,能使一、二樓間的燈亮起來,而當人上了二樓又希望能使一、二樓間的燈熄掉的問題; (8)兩個燈泡底座相接連,而其銅質部份又分別與乾電池的正負極相連,此設計燈是否會亮。 發現樣本學生迷思概念的類型有(1)日常生活中不當的類比;(2)以(電池數/電燈數)之比值大小判定燈之較亮與否之迷思概念;(3)學生獨特的思維所致之迷思概念;(4)不當的概念轉移。 樣本學生經九十二學年度第一學期的第一次測試與訪談,研究者其試題上之理由予以分析,並研發適合五年級學生認知衝突的教學策略,每次測試與訪談後逐案的分析,施以認知衝突的教學策,讓學生經一個月的醞釀,再施下一次的測試與訪談,如此經三次的測試與訪談,研究者發現十排個樣本學生具迷思概念均已概念改變到主流科學概念。 |
英文摘要 | The main goal of the study was to probe and remedy the electricity unit misconceptions of 5th grade students. In order to change the students' misconceptions into mainstream science concepts. The researcher had designed the cognition confliction-teaching strategies to shift the students' misconceptions into mainstream science concepts. The instrument was designed and modified by the researcher from 2000 to 2003. It included eight examination questions: 1) Examination question 1: There are three batteries in the flash light box, to evaluate which one owns the most current among three batteries, 2) Lamp A and lamp B are in-parallel with one battery, but lamp A is out of order, what happens to lamp B? 3) Lamp A and lamp B are in-series with one battery, what happens in this device of lamps and battery? 4) One lamp is connected with two in-series batteries, and another one is connected with two in-parallel batteries, which lamp is brighter in this device? 5) one battery is connected with one lamp, and one battery is connected with tow in these devices? 6) One battery is connected with one lamp, and another one battery is connected with two in-parallel lamps, which lamp is brighter between these two devices? 7) There's bulb between the first and the second floors of an apartment building. Which device allows the user to switch on and off the light from both the first and second floors? 8) Both bulbs and the battery in the device are new and function properly. The same poles in the bulbs are connected and the other pole connected respect to two different poles of the battery. What happens in the device? The researcher had completed the tests and interviews with students. The outcomes of the 13-sample students' examination for the study had been found: The researcher found that the students' misconceptions included daily inappropriate analogies conception, incorrect criteria of ratio (number of batteries/number of bulls), students' specific thinking styles and inappropriate conception transformation. It had replaced with scientists' conceptions during one year. By using cognition confliction-teaching strategies can overcome the misconceptions. The comments and suggestions will be provided to elementary school science teachers and science educators for teaching and research. |
本系統中英文摘要資訊取自各篇刊載內容。