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題 名 | 不同教學法對錯誤概念修正的影響 |
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作 者 | 鍾聖校; | 書刊名 | 臺北師院學報 |
卷 期 | 7 1994.06[民83.06] |
頁 次 | 頁169-203 |
分類號 | 521.4 |
關鍵詞 | 修正; 教學法; 測驗; 概念; 電動機; 錯誤; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以電動機單元為教材內容,對六年級233名學生進行結構教學法、引導發現 教學法及一般教學法之教學實驗,比較它們修正錯誤概念的效力。主要發現為(一)教學有助 於敘述性知識錯誤概念的修正;(二)在?長時間中比較這三種教學法的效果,會發現無差異; (三)在短時間、局部過程比較,則引導發現教學法在修正錯誤概念上的效力,較結構性科學 探討教學法為大。在錯誤概念的內容方面,六年級學生雖上過「電動機」單元,半數會以電 動機的「電樞的場磁鐵相斥」來回答電動機為何會轉的問題。但深究「電樞和場磁鐵為什麼 會相斥」多數人以為電流帶著電樞跑,電樞轉動後才與場磁鐵相斥。對於「假設之陳述方式」 這種程序性知識,六年級學生主要的錯誤概念是:認為假設的內容不可以寫錯,否則會告訴 別人錯誤的知識,會誤道人,而為避免寫錯的假,認為假設要寫疑問句才好。 |
英文摘要 | The purpose of this study is to compare the effect of three teaching methods in modifying the misconceptions about the function of the electric machine. Two hundred and thirty-three pupils (112 boys and 121 girls) grade 6 took part in the quasi-experiment design. The main findings are: 1. Learning is helpful in modifying the misconceptions of declarative knowledge. 2. To judge from a long range (one month after the lesson), there is no difference among the structured teaching method (STM), the guided discovery method (GDM), and the enquiry method in modifying the misconception about electric machine. 3. To judge from a rather short term (three days after the lesson), the GDM was found to be more effective that the STM in modifying the misconception. The study also found that the misconception "The current runs and makes the pivot run with it. Running came into turning. Only when the pivot is turning then it interact with the magnets" was prevalent. Another kind of misconception, which was about the written form of hypothesis, was popular, too. It was as follows: "The content of the hypothesis must not be phrased wrong; otherwise it might mislead people." These misconceptions were stubbornly held and deserve further attention. |
本系統中英文摘要資訊取自各篇刊載內容。