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題 名 | 以認知架構為基礎的教學模式進行國小學童水溶液概念改變之研究=A Study of the Instruction of Conceptual Change on Aqueous Solution Concept at Elementary School |
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作 者 | 黃萬居; 葉欣儒; 張萬居; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 2005專刊 民94.12 |
頁 次 | 頁1-33 |
分類號 | 523.333413 |
關鍵詞 | 概念改變; 水溶液概念; 本體樹; Conceptual change; Aqueous solution concepts; Ontology ree; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討以認知架構為基礎的教學模式對:(1)國小學童水溶液相關概念本體樹的差異;(2)國小學童水溶液相關概念本體樹的改變;(3)國小學童水溶液相關概念學習成就的影響。本研究採準實驗研究法,實驗組接受「以認知架構為基礎的教學模式」,而對照組則接受「一般的教學模式」,教學時間為期三週,在教學前一週進行前測,教學後一週進行後測與晤談。研究對象為台北縣樹林市某國民小學三年級的學生實驗組學生32人,控制組學生32人。研究工具包括「水溶液概念二階段診斷式測驗問卷」與「水溶液概念半結構式訪談問卷」兩種,並輔以「述詞分析」探討學生概念改變的情況。進行時以質的研究為主,量的研究為輔。在質的方面,以臨床晤談36位學生,進行述詞的分析,進而探究兒童水溶液概念本體樹的改變情形。在量的方面,依據兒童「水溶液概念二階段診斷式測驗問卷」進行實驗組之前、後測比較。研究結果發現:(1)以認知架構為基礎的教學模式有助於學童發展出更豐富的事件本體樹與以限制條件為主的交互作用本體樹;(2)以認知架構為基礎的教學模式能使學童產生跨越本體類別的概念改變;(3)以認知架構為基礎的教學模式有助於提昇學童水溶液概念的學習成效。 |
英文摘要 | The purposes of this study were to investigate: (1) the influences of the cognition structure-based instruction model on pupil's ontological tree of the aqueous solution concept. (2) the conceptual change of the cognition structure-based instruction model on pupil's ontological tree of the aqueous solution concept. (3) the influences of the cognition structure-based instruction model on pupil's learning achievement of aqueous solution concepts. This was a quasi-experimental research of both qualitative and quantitative Design. The subjects were 64 third graders selected from an urban elementary school at Shulin City, Taipei. The experimental group was treated with cognition structure-based instruction model while the control group was treated with general instruction model. Before and after the treatment, pupils of both groups were administered a “Two-tier Questionnaire of Aqueous Solution Concepts (TQASC)”. In addition, pupils of both groups were interviewed with “Semi-Structured Interview Questionnaire of the Concept of Aqueous Solution (SSIQCAS)”. Finding from this study were as following: (1) The cognition structure-based instruction model can help pupils develop variety ontological tree in event and CBI category of the aqueous solution concept. (2) The cognition structure-based instruction model can help pupils have the radical conceptual change. (3) The cognition structure-based instruction model was helpful for promoting pupils’ learning achievement of aqueous solution concepts. |
本系統中英文摘要資訊取自各篇刊載內容。