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題名 | 國一學生「能量」相關概念發展之研究=An Exploring Study on Junior High School Students' Concept Development of Energy |
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作者 | 廖睿紅; 王國華; Liaw, Ruey-horng; Wang, Kuo-hua; |
期刊 | 科學教育 |
出版日期 | 20050100 |
卷期 | 14 民94.01 |
頁次 | 頁149-164 |
分類號 | 524.36 |
語文 | chi |
關鍵詞 | 能量概念二段式診斷測驗; 先前概念; 另有概念; 自然與生活科技課程; Two-tier diagnostic test for energy concept; TDTEC; Preconception; Alternative conception; Nature science and life technology; |
中文摘要 | 本研究主要目的在發展二段式診斷測驗,藉以探討國一學生關於「能量」的先前概念和概念發展情形,以提供自然與生活科技教師在教學上的參考。本研究診斷性工具的發展,先以半開放式紙筆測驗預試和收集學生對「能量」的先前概念,再按照Treagust(1988)及Odem和Barrow(1995)的步驟,編製成二段式診斷測驗,命名為「能量」概念二段式診斷測驗(Two-tier Diagnostic Test for Energy Concept,TDTEC)。正式研究時,為更深入了解學生的能量概念發展情形,採用個案研究方式,並利用方便取樣,選取彰化地區兩所國中的四個班級作為研究對象,共計國一學生144人,其中男生75人,女生69人(有效試卷136份:男生69份;女生67份)。量的資料蒐集共利用本研究發展的TDTEC工具,在學生學習能量概念之前、後、延宕一及延宕二,進行四次調查。質的資料收集則包括教室觀察和晤談。資料分析以量的資料為主,並輔以質性資料,以支持研究的發現。研究結果如下:一、學生在學習之前,已經具備一些關於「能量」的先前概念。在「能量的來源」、「能量的傳遞」、和「能量的應用」等向度。二、學生在學習之後,原持之「能量」先前概念已經有轉變。三、學生在學習之後,仍然擁有一些有關「能量」的另有概念,不易轉變。研究最後也提出對能量概念教學和研究上的建議。 |
英文摘要 | The purpose of this study was to explore seventh grade students' concept development on energy by using a two-tier diagnostic test as the instructment. The test-Two-tier Diagnostic Test for Energy Concept (TDTEC)-used in this study was developed from Treagust (1988), and Odem & Barrow's (1995) procedures. Case study method was adopted in this study. The subjects, selected by convenient sampling, included 144 seventh grade students. Both qualitative and quantitative data were collected and analyzed. The qualitative data were collected from classroom observations, interviews with teachers and students, and documents. The quantitative data collections included pre-test, post-test, the first delay test, and the second delay test through the TDTEC instrument. The results of this study were 1. The students own some preconceptions about energy before formal instruction. The preconceptions exist in all domains of the energy concepts including "energy sources", "energy transfer", and "energy utilization." 2. Some of students' preconceptions about energy have changed after formal instruction. 3. The students still held some alternative conceptions about energy after formal instruction. Based on these findings, we made some suggestions for teachers and future researches. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。