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題 名 | 我國五、六年級學生有關月亮錯誤概念的診斷及補救教學策略的應用=Identification of Misconceptions about the Moon Held by Fifth and Sixth Graders in Taiwan and An Application of Teaching Strategies for Conceptual Change |
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作 者 | 王美芬; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 23 1992.06[民81.06] |
頁 次 | 頁357-380 |
分類號 | 523.36 |
關鍵詞 | 月亮; 教學策略; 概念; 學生; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之目的是要發展一群測診斷工具來診斷我國國小五、六年級畢生 有關月亮的錯誤概念,並確定適當的補救教學,使學生的錯誤概念能轉變為科學 家觀點所能接受的正確科學概念。 本研究所發展之診斷工具稱為「有關月亮錯誤概念診斷試題」。該試題經由一系 列之試測、修訂、再試測過程,最後定稿為20題的選擇題。試題經5位專家效化, 重測信度為0.58。定稿後之試題抽測共185位五、六年級兒童後,分析結果以檢視 該樣本學生所具有之有關月亮的錯誤概念。結果發現學生普遍具有錯誤概念。而 性別、年級及常用農曆與否等三個變項之間沒有顯著差異。 補救教學可使學生的錯誤概念改正為科學概念。本研究之後段為實驗教學。小學 自然科教師指引為藍本的教學過程和經本研究者修訂,以戲劇教學模式為主的教 學策略,何者較能使學生在學習有關月亮單元時,獲得真正的概念學習,而非記 憶學習。因此,教學實驗以二種不同教學設計實施。實驗組以戲劇為主,田野觀 察為輔的教學法;對照組以教師指引中的演講法為主,操作及田野觀察為輔的教學 法。經教學實驗後,比較二組之得分及進步情形。以ANCOVA分析性別及實驗處 理兩變項之交互作用;結果顯示戲劇教學法極適用於太陽--地球--月亮運動之教學; 而傳統以教師指引為主的教學策略對於知識性的學習效果較佳。 本研究建議加強小學自然科教師之學科能力及教學法。分派自然科任時,應以數 理組或數理系畢業生為優先。擔任自然科教學應連續數年,避免每年更換。自然 科亦應重視人性化教學,遵重兒童所具有的錯誤概念。 |
英文摘要 | The purposes of this study wers to develop a multiple-choice group test as a diagnosticinstrument, to identify misconceptions about the moon held by the fifth and sixth graders inTaiwan, and to determine whether using alternative teaching strategies changes theirmisconceptions. Misconceptions were identified with an instrument called Identification of Misconceptionsabout the Moon Test ( IMMT ). The IMMT was developed in a series of pilot studies. Theresults of data analysis were used to determine how the test items were revised. Five expertsjudged the construct validity. The test and retest reliability is 0.58. The data were analyzedand the results showed that misconceptions about the moon are widely held among theelementary pupils. There were no significant differences in misconceptions between subgroupsof gender, grade and religious background. To determine whether misconceptions change in response to different teaching strategies,the designed teaching strategies and textbool-oriented teaching strategies were applied toexperimental and control groups, respectively. Comparison studies of the gain scores on theIMMT between pre- and post-tests and between different genders were accomplished byanalysis of covariance procedures. The results have shown that designed teaching strategiesproduced significantly higher mean scores on the posttest than did the textbook-orientedteaching strategies. However, there was no significant difference in mean scores between boysand girls on the posttests. The possible factors contributing to missconceptions about the moon among theelementary pupils are discussed. The implications of this study and suggestions for science education conclude the study. |
本系統中英文摘要資訊取自各篇刊載內容。