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題名 | 以後設認知為基礎之動態評量(MBDA)探究國小三年級學童空氣概念的概念改變機制=A Study of the Conceptual Change Mechanism on the Air Conception of Elementary School 3rd Graders by Metacognition-Based Dynamic Assessment (MBDA) |
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作者 | 耿筱曾; 陳淑蓉; Keng, Hsiao-tseng; Chen, Shu-jung; |
期刊 | 國立臺北教育大學學報. 數理科技教育類 |
出版日期 | 20050900 |
卷期 | 18:2 民94.09 |
頁次 | 頁123-156 |
分類號 | 523.36 |
語文 | chi |
關鍵詞 | 後設認知; 動態評量; 後設認知為基礎的動態評量; 空氣; 概念改變機制; Metacognition; Dynamic assessment; MBDA; Air; Mechanism of conceptual change; |
中文摘要 | 研究旨在融合後設認知與動態評量而發展成為「以後設認知為基礎的動態評量」(MBDA)教學策略,以探究國小三年級學童學習空氣之概念改變機制。研究方法是以診斷性評量及概念構圖,針對二十八受試者進行前測,選取其中十二名進行四次晤談後,再找出三位學童作延宕性晤談。本研究結果與發現如下: 一、空氣學習前置概念及成因:空氣學習前置概念分「符合正確科學概念」、「認知和陳述不一致」、「另有架構」和「錯誤答題和陳述理由」四類。迷思概念主要成因是氣體基本性質概念錯誤和字義不清而誤判。 二、科學概念改變機制與層次:概念改變機制間的層次自低至高分:觀察層、理解層、知識層、應用層。三、學習者回顧概念改變過程:後設認知行為分八類; 其增強策略有:增進運思策略、自我省思、概念構圖、示範模仿和運用教學技巧。 四、晤談過程重要發現:概念學習之概念改變特質可類比為化學反應之碰撞學說,其影響因素有:學習前置概念(如反應物本性)、後設認知能力(溫度)、教學內容安排(濃度)而MBDA 有如提供適當之催化劑(可降低化學反應之活化能)而有助於概念之學習。 |
英文摘要 | The purpose of this study was to use the Metacognition-Based Dynamic Assessment (MBDA) to generate a teaching model in order to investigate the 3rd grade students’ mechanism of conceptual change on “Air”. This study focused on 28 students to gather relevant information and then chose 12 students from them to perform 4 individual interviews. Finally, selected 3 of the students to perform postponed interviews. The information gathered was mainly used for quality analysis, and the results as well as findings from this research were clarified as below: 1. Student’s Conception before Learning of Air Students’ pre-conception could be divided into four categories, including: “Conforming to the correct scientific concept”, “The incongruence between depiction and recognition”, “A alternative frameworks”, and “The wrong answer and cause depiction for questions”. 2. Science Conceptual Change Mechanism and Levels The differences among levels from the lowest to the highest could be categorized as: Observation Level�Realization Level�Knowledge Level�Application Level. 3. Students Review the Processes of Conceptual Change Students’ metacognition about “Air” could be categorized into 8 categories. 4. The Important Findings From Students’ Postponed Interview Within the concept learning, the quality of conceptual change could use an analogy of the chemical collision theory with its influence including: The pre-concept for students’ learning (Reactant nature), The ability for metacognition (Temperature), The context arrangement for course teaching (Condensation), MBDA (Catalyst). |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。