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題 名 | Children's Understanding of the Earth Sciences=國小學童地球科學概念之理解 |
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作 者 | 姜滿; | 書刊名 | 臺南師院學報 |
卷 期 | 26 1993.06[民82.06] |
頁 次 | 頁193-219 |
分類號 | 523.3335 |
關鍵詞 | 地球; 科學; 國小; 學童; |
語 文 | 英文(English) |
中文摘要 | 自1970以來,探討學生科學概念學習之研究與日劇增。然探討學童地球 科學概念之另有架構之研究卻顯著的少於其他,如物理、化學之學門。要研究兒 童如何解釋自然現象,如何與生活環境互動,就須從了解兒童之地球科學概念作 起。建構理論建議,在給予任何教學之前,最重要的是去確認兒童的想法及其思 考特質。本研究目的則在於確認兒童對地球科學之另有想法,並探究此想法之起 源及特性。本研究以自然定性法為主,研究者對十二名臺灣國小學生(一至六年 級男女生各一)進行二次以上之臨床晤談,晤談主題是(1)日與夜(2)四季(3)月相(4) 山與河(5)風與雨。 結果顯示,樣本具有不同之另有概念,此些想法多源自生活經驗、日常用語、正 式教學及宗教信仰。對低年級樣本超自然力及兒童讀物對其想法影響較大,且多 採擬人化、利人化,及必然化之解釋類型,其想法多前後不一卻相當穩定。高年 級樣本多採符合其邏輯思考之機械化類型。多數之樣本以其生活直接經驗來解釋 自然現象,此與在校所學及教師所預期之想法,相差甚大。又部份樣本可對同一 現象持有多種解釋法而不覺衝突。 |
英文摘要 | Since the mid 1970's, there has been a dramatic increase in thenumber of studies on students' ideas in science, especially in theareas of physics, chemistry, and biology. However, the number ofstudies on children's alternative conceptions about earth science issignificantly less than in other fields of science. Understandingconcepts held by students about earth science is critical in investigatinghow students explain natural phenomena and how they react to theirenvironment. Constnictivist theory suggests that it is important toidentify children's notions and to understand the nature of their ideasbefore giving them any formal science instruction. The purposes ofthis study are to identify children's alternative conceptions about theEarth systems, to investigate the origins of children's beliefs, and tounderstand the characteristics of their explanations. A naturalistic study was conducted in Taiwan. Twelve elementarystudents (one boy and one girl from each of grades one to six) wereinterviewed twice within two weeks by the researcher. Interviewtopics were (1) day and night, (2) the four seasons, (3) the phasesof the Moon, (4) mountains and rivers, and (5) wind and rain. Allinterviews were tape recorded. Field notes and a reflective journalwere completed. The results showed that subjects held a variety of alternativeconceptions that arose from their physical experiences, everydaylanguage, formal instruction, and religion. For younger subjects,religious tales and children's literature were strong influences on theirideas about natural phenomena. Animism, artificialism, and finalismwere common types of explanations used by these subjects, and theseideas were incoherent but stable. For older subjects, mechanistic ideasappeared commonly in their explanations and made sense to them.The types of explanations subjects held were more closely related tothe characteristics of subjects' cognitive thinking than to the interviewtopics. Subjects often used their daily experiences to interpret whatthey had learned in school in ways different from what their teachershad intended. Some subjects held two explanations simultaneouslywithout conflict. |
本系統中英文摘要資訊取自各篇刊載內容。