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題名 | 國小高年級自然科學力學單元中「四輪車與小山坡」單元概念發展之研究=The Study of Conceptual Developme Truck and Little Hill" Unit of Nat Elementary School |
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作者 | 陳義勳; |
期刊 | 臺北市立師範學院學報 |
出版日期 | 19940600 |
卷期 | 25 1994.06[民83.06] |
頁次 | 頁37-69 |
分類號 | 523.46 |
語文 | chi |
關鍵詞 | 力學; 小山坡; 四輪車; 自然科學; 國小高年級; |
中文摘要 | 本研究旨在探討國民小學高年級自然科學中力學單元中的「四輪車與小山坡」之概念發展。力學單元在概念發展上佔了相當重要的地位,本研究者有鑑於此,故作此研究。 根據國內學者黃湘武、黃寶鈿教授(民七十八年)、陳忠志教授(民七十六年)及國外學者Brown(1992)之研究,學生有時會有他們自己一套天真概念(Naiveconception引、先前概念(Preconceptions)、另有架構(Alternativeframework)、迷思概念(Misconceptions)'這些均與專家概念不盡相同。 又根據師院教授實際負責小學自然科學輔導之經驗,國小自然科教師反映高年級課本中「四輪車與小山坡」單元,國小學生存有許多與專家不盡相同的概念,本研究者為了探討國小高年級學生在此單元的概念,透過研究來歸納迷思概念的類型,先前概念、另有架構及各類型概念的百分比,探討國小學生迷思概念的成因及所佔百分比。 本研究進行十四名樣本學生的概念發展,以訪談方式,前後兩次訪談,第一次為上此單元前之訪談,第二次為上完此單元之後;在市區選九所小學,在郊區或城鎮也選五所小學進行訪談;在不影響受試者的情況下錄影及錄音,將蒐集的全部資料進行迷思概念類型之分類並擬設計矯正國小學生迷思概念之教學策略,並成為國小自然科學課程編寫及修正之參考。 在本研究發現(1)第二次訪談答題內概念較第一次訪談內容概念,整體而言是較深入。(2)課本內容及相關概念平行轉化,尤其第二次訪談時,樣本學生已會利用課堂上學的概念回答訪談的問題。(3)先前概念(Preconceptions)多次發現在學生的答題中,例如地心引力這個概念多次被用來解釋在為何騎車上山坡較難之理由,受五年下學期「力與運動」單元之先前概念影響。另有架構(Alternativeframe:被應用到滑行距離較長的物體滑下時撞到紙箱,將紙箱撞移的距離推得愈遠之理由,有位樣本學生回答紙箱被撞得較遠時,所持的理由是;就相當於人賽跑時助跑愈長就就撞得愈遠,是屬於另有架構,此可能受日常生活經驗影響。(4)迷思概念被發現在樣本學生回答父親由滑水道滑下來。濺起的水花較樣本學生多,所持理由是父親的體積較大,此乃迷思概念。且部份樣本學生第二次訪談們想第一次訪談時的迷思概念,本研究又發現城鎮及郊區小學的樣本學生含較多的先前概念反迷思概念,可能肇因於文化刺激較少之故。(5)有部份學生答題善用運思操作來推論,有部份學生不善於用運思操作,此發現符合了皮亞傑(Piaget)所劃分的年齡層11-12歲,是屬於concrete operation period轉型到Abstract thinking operation period之理論,以上的研究可作為國小自然科教學之參考,本研究者擬作後續研究再進一步探討。 |
英文摘要 | The main aim and goal of this study is to explore the children's conceptual development of "Four-wheel Truck and Little Hill" unit in elementary achool's naturalscience. In order to response the learning situation of elementary schools' students inmechanics unit. So the researcher decides to do this reasearch. According to Dr. Haung, shiung-wu. Dr. Hanung, Bao-tien(1989), Dr. Chen (1987) and Brown(1992), the research paper reports show that elementary school studentshave their own naive conceptions, preconceptions, alternative framework andmisconceptions, which are not completely same as expert's concepts. In this study, the researcher will focus on the models of misconceptions, naiveconceptions, preconceptions, and alternative framework's. Also the researcher will evaluate the percentages of those kinds of conceptions which students have in their learning procedures. In this study, the researcher based 14 sample students on their conceptual development. There are two interviews including pretest and posttest, the pretest is thatthe interview is before teachers' teaching activities in those units. And the posttestis those units. All interview activities including sound and video will be recorded.The researcher will analyze all data which is collceted from interviewers. There are several results and suggestions will list below: (1) There are deeper answers in the second time interview than those of thefirst time. (2) Students can transfer conceptions learning from testbooks' conceptions tointerview activities. (3) There is an example of preconceptions in this study, i.e, most of students consider that the reason of speed of racing bicycle rolling and sliding through slopeis gravity. The another example is an example of alternative framework in this reasonof longer slope length truck will have faster rolling speed than that of shorter slopelength truck is the longer acceleration distance, the same as longer racing accelerationin the running activities. (4) Sample students' misconceptions, there are more misconceptions involving insample students especially in the first interview's students than the second timeinterview's students. Also the town sample students own more misconceptions thancity's sample students. (5) Some students use abstract thinking operation models to answer interviewquestions. All of those aample students, whose age from II to 12, Whose psychological development coincides with Piaget's children psychological development theory.The results of this study will prefer to important information to the committeeof elementary school natural science textbooks and help them to promote the qualityof new science textbooks. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。