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題名 | 國小、國中及高中學生之細胞概念發展 |
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作者 | 曾千虹; 耿正屏; | 書刊名 | 科學教育 |
卷期 | 4 1993.04[民82.04] |
頁次 | 頁157-182 |
分類號 | 523.333618 |
關鍵詞 | 高中; 國小; 國中; 細胞; 概念; 學生; |
語文 | 中文(Chinese) |
中文摘要 | 本研究目的在探討我國國小、國中及高中三階段學生,生物細胞概念" 之發展過程,並探究學生細胞迷思概念的類型,作為分析概念形成及教師改善教 學與評量之依據,進而提出改進教學與學習概念的建議。在本研究中「將細胞概 念分成十項主題,並以半結構性之臨床晤談方式來探究國小、國中及高中三階段 各十名學生所持的迷思概念,再根據晤談資料及概念構圖技巧繪出每一位晤談學 生的細胞概念架構圖,然後以概念構圖的計分方式繪出國小、國中及高中三階段 的細胞概念發展圖,其結果分析如下;1.學生對於不可觀察之抽象概念的學習較有 困難。2.國小、國中及高中學生具有相當多的迷思概念,也有許多錯誤的想法共 同存在於這三階段的學生。3.學生經由學校的學習過程,的的確確有很大的改變; 然而,在改變的過程中,仍有許多的迷思概念一直存在學生的概念架構中 難以 改變。綜合研究所得結論,提出下列幾項建議,1.課本教材的內容應避免造成或 增強學生的迷思概念。2.教師在教學前 ,應先知道學生的原有想法。3.落實實驗 課程。4.視聽多媒體教材之應用。5.以概念構圖工具作為二項後設教學評量之參 考。 |
英文摘要 | The purpose of this study was to probe the development ofcellconcepts in student's minds from the sixth" the seventh andthe tenthgrades, and to discover many types of misconceptionsabo.it eel Is.According to these results, the author suggestedsomemethods to improve biology teaching and evaluation. In thisstudy, the author di-vided cell concepts into ten topics, andtried to find out students'misconceptions from each grade byclinical interview method. Accord-ing to the results from theclinical interview, the author drew outevery interviewedstudent 'sframeworks of cell concepts and finishedthedevelopmental mapsotcell concepts. Accordingt the resultsabove,the author foundthe following conclusions :1. Students, in general, have more difficulties in learning abstract concepts.2. The sixth 'seventh and tenth graders in this study have many misconceptions. In addition, some of the misconceptions are the sameno matter what grade the student is.3. The students indeed have changed much through the school's teaching, but still exist many misconceptions in students' conceptionframeworks. These misconceptions are usually not easy to change. Finally, some comments were given :1. The contents of textbooks must avoid enforcing students' misconceptions.2. Before giving instructions, teachers should probe the students' prior knowledges.3. Make sure to practice useful experimental classes.4. It is important to use the audio-visal multi-media in biology teaching. 5. Concept mapping can be used as an instrument or a skill to iroprovethe instruction and evaluation of students. |
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