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題 名 | 動態表徵融入二階層試題對診斷學生簡單及串聯電路概念之答題影響=The Impact of Integrating Dynamic Representations in a Two-tier Test on Diagnosing Students' Answering in Simple and Series Circuits |
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作 者 | 林靜雯; 吳育倫; 林燕青; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 61 2011.06[民100.06] |
頁 次 | 頁25-49 |
分類號 | 521.37 |
關鍵詞 | 二階層試題; 另有概念; 動態表徵; 答題; 簡單及串聯電路; Two-tier test; Alternative conception; Dynamic representation; Answering; Simple and series circuit; |
語 文 | 中文(Chinese) |
中文摘要 | 摘 要 本研究旨在診斷學生簡單及串聯電路之概念,進而探討動態表徵融入二階 層診斷詴題對學生此概念答題的影響,以作為未來評量設計之參考。研究者先 以電學學習成就測驗成績將新北市某國小六年級學生62 名配對後,隨機分配到 動態表徵實驗組及靜態圖文對照組參與二階層診斷測驗,此測驗採POE 理念設 計的一對一晤談,以瞭解不同表徵方式如何影響學生作答。結果顯示多數學生 因缺乏電路元件雙極性概念,導致「類科學」模式比例偏高。此外,動態表徵 融入會影響診斷測驗中高成績學生於各題另有概念選項的比例,且在第二層「理 由」之得分顯著較對照組佳,但對低成績者則無明顯差異。整體而言,動態表 徵利於高成績學生捕捉線索以判答,並協助低成績學生較理解題意。 |
英文摘要 | Abstract The aims of this study are: (1) to investigate students‟ understanding of simple and series circuits; (2) to explore the impact of integrating dynamic representations into a two-tier test. Sixty-two sixth grade students in New Taipei City were grouped into pairs according to their achievement test of electricity, and then they were assigned randomly to either a dynamic representation or a static representation test group. All of the students were interviewed individually by using a POE technique to investigate the influence that integrating dynamic representations had on students‟ answers. The results showed that most students lacked an understanding of bipolar circuit components due to the high percentage of quasi-scientific models. It was observed that the integrating of the dynamic representations would have an effect on the students‟ alternative conceptions of these test items, and their score in the second tier, the reason tier, were significantly higher than the static representation group. On the other hand, there was no significant differences between the two groups in the lower score bracket. In summary, when dynamic representations are included in a two-tier test, students in the higher test score bracket had more clues with which they could use to formulate their answers; while students in the lower ones were found to have better understanding of the meanings of the test questions. |
本系統中英文摘要資訊取自各篇刊載內容。