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題 名 | 兒童對雨量之概念及其概念之改變類型 |
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作 者 | 魏金財; | 書刊名 | 國教學報 |
卷 期 | 4 1992.06[民81.06] |
頁 次 | 頁225-256 |
分類號 | 523.3335477 |
關鍵詞 | 改變; 兒童; 雨量; 概念; 類型; |
語 文 | 中文(Chinese) |
中文摘要 | 「下雨」是我們日常生活中極為熟悉的經驗,但所熟悉的經驗並不表示對該概念已真有充份的理解,相反的,所熟悉的經驗很可能都只是自發性的概念或一模糊的的概念。根據許多研究的結果顯示,這些自發性的概念或模糊的的概念對新知識的學習有很大的影響,有些可幫助新知識的學習,有些則對新知識的學習產生障礙。基於此,本研究採縱貫式 (前、後測) 與橫斷式 (四組) 的研究法,分別以國小三、四、五、六年級各約四十八名的兒童為對象,從學習前、學習中、學習後三個階段進行兒童雨量概念的分析,以自編式的雨量測驗為工具,用情境示範群測法及面談的方式,測量其商量的先期概念與研究其商量概念的轉變情形及影響雨量概念學習的因素。本研究的結果與發現如下: 1. 兒童的雨量先期概念,主要可區分成等高度型、等體積型、截面積型與隨意型四類型,每一類型皆有其一套穩定而非隨機性的思考特性與解釋自然現象的知識架構。四類型兒童均分佈於四個年齡群中且集中於等體積型上。不同年齡群兒童在同一類型上的理解方式,無明顯的差異。 2. 兒童雨量概念轉變的情形,在學習中的狀態包括了已具形式概念者、正向逐步改變者、衝突狀態者與保持原既有錯誤概念不變者四類。己具形式概念者與保持既有錯誤概念者,在學習後概念轉變的情形不大;正向逐步改變者與衝突狀態者的變動性較大,但學習後能成為有效的學習者仍是少數,大多數人最終仍為無效的學習者。 |
英文摘要 | "Rain" is an extremely familiar experience in our daily lives, but familiarity does not constitute adequate understanding of the concept: familiar experiences may produce only spontaneous concepts or fuzzy concepts. Research results indicate that such spontaneous or fuzzy concept shave important effects on new knowledge acquisition, some assisting and others impeding the acquisition of new knowledge. With this in mind, the present experiment tested 48 students each 3, 4, 5 and 6 before, during and after instruction in a pretest-posttest cross-sectional study. The self-designed instruments tested initial rainfall concepts, their subsequent changes, and the factors affecting the learning of rainfall concepts using group demonstration test and individual interviews. The results were as follows: 1. Children's early rainfall concepts can be divided into four trypes: equal height, equal volume, cross-sectional area and variable. Each conceptual type possessed a stable and non-random mode of thinking to explain knowledge structures about natural phenomena. All four conceptual types were exhibited at all four grade levels with the central tendency falling on equal volume. Within each conceptual type, there were no significant age differences. 2. Changes in children's rainfall concepts could also be divided into four types: possessing formal operations, steady positive change, conflicting state and holding fast to incorrect concepts. Those with formal operations and those holding fast to incorrect concepts did not change very much after instruction while the othe two groups showed more changes in concepts after instruction. Unfortunately, those who gained from instruction were in the minorit: most students turned out to be inefficient learners. |
本系統中英文摘要資訊取自各篇刊載內容。