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題 名 | 國中生物概念的類比學習之研究 |
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作 者 | 郭人仲; 徐順益; 王國華; | 書刊名 | 科學教育 |
卷 期 | 6 1995.02[民84.02] |
頁 次 | 頁51-68 |
分類號 | 523.5336 |
關鍵詞 | 生物概念; 國中; 類比學習; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在以結構映射理論的觀點,發展一套模型類比物,嘗試讓國中學生透過 此類比物學習生物概念(細胞分裂和減數分裂單元),並探討其成效。研究樣本取自臺灣省 桃園北區四所國中, 每校各二班共 327 位的國二學生參與,各校均隨機分派一班為控制組 ,一班為實驗組,並施以前測和邏輯思考團體測驗。一個月後,實驗組閱讀研究者設計的類 比教材,控制組閱讀非類比教材,隨即施以後測,而實驗組並填寫類比教材使用態度問卷。 施測結果經共變數分析之後,得到以下發現: 一、實驗組的學習成效顯著優於控制組,顯示類比學習是一種有效的學習方式。 二、整體而言,類比對形式操作期和具體操作期的學生有顯著成效,但對過渡期的學生沒有 顯著成效。就各概念主題而言,則類比學習成效顯著與否要視認知發展情形而定。 三、根據問卷的結果,學生對以類比學習生物概念的方式認為不錯,並認為生物課本採取類 比的方式,將有助於學習。 |
英文摘要 | This study aimed at that constructing a module of analogical learning on the basis of structure mapping theory, and assessing the effectiveness of the module upon learning biological concepts (eg. mitosis and meiosis) of junior-high school students. The subjects consisted of 327 eighth-grade students in four junior high schools at the north part of Taoyuan, Taiwan. Each school has two classes, totally eight classes participated in this investigation. The two classes in each school were randomly assigned into the experimental group and the control group. The subjects received a pretest of achievement and the GALT (The Group Assessment of Logical Thinking) before the treatment. One month later, the experimental group was asked to use the analogical-learning module to learn the biological concepts. The control group received the non-analogical instructional material. After the treatment, the both two groups took an achievement posttest. Moreover, the experimental group wasa sked to answer a questionnaire for assessing the attitude toward learning the analogical module. The statistical methods used in data analysis are product-moment correlation and two-way ANCOVA. The major findings of this study are that: 1.there is a significant difference on the achievement test score between the experimental group and the control group. 2.there is a significant difference on the achievement test score between the subjects informal operational stage and the subjects in the concrete operational stage, however, there is no significant difference on the test score among the students in the transitional stage and the other two stage students. And in terms of separate topics, the effect of analogical learning lay on the level of cognition. 3.the students view the analogical-learning module positively, and they believe that a biology textbook using the analogical style would promote their learning. |
本系統中英文摘要資訊取自各篇刊載內容。