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題名 | 我國學生生物細胞概念發展研究迷思概念之唔談與概念圖= |
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作者 | 湯清二; |
期刊 | 彰化師範大學學報 |
出版日期 | 19930600 |
卷期 | 4 1993.06[民82.06] |
頁次 | 頁141-170 |
分類號 | 523.4336187 |
語文 | chi |
關鍵詞 | 生物; 迷思; 細胞; 概念; 概念圖; 學生; |
中文摘要 | 本研究目的在探討我回國小、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,並以半結構性之晤談方式來探究國小、 日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 抽象概念的學習校有困堆。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 具作為一項後設教學評量之參考。 |
英文摘要 | The purpose of this study was to probe the development of cell concepts in student'sminds from the sixth , the seventh and the tenth grades, and to discover many types ofmisconceptions about cells. According to these results, the author suggested some methodsto improve biology teaching and evaluation. In this study, the author divided cell concepts into ten topics, and tried to find outstudents' misconceptions from each grade by clinical interview method. According to theresults from the clinical interview, the author drew out every interviewed student's frameworks of cell concepts and finished the developmental maps of cell concepts. According tothe results above, the author found the 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 same no 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' conception frameworks. 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 audiovisal multimedia in biology teaching. 5. Concept mapping can be used as an instrument or a skill to improve the instruction and evaluation of students. |
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