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題名 | 科學知識重建的認知取向分析=Cognitive Analysis of Knowledge Restructuring in Science Learning |
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作者 | 洪振方; | 書刊名 | 高雄師大學報 |
卷期 | 7 1996.03[民85.03] |
頁次 | 頁293-328 |
分類號 | 521.12、521.12 |
關鍵詞 | 知識重建; 概念改變; 認知歷程; 科學教育; Knowledge restructuring; Conceptual change; Cognitive processes science education; |
語文 | 中文(Chinese) |
中文摘要 | 晚近認知心理學及知識重建的理論使學界瞭解探究科學學習歷程的一 個有用的解釋,是將科學知識重建的形式區分成弱重建與根本重建,因為 此一觀點有助於更深入地瞭解學生概念改變的困難性。再者,將「先前知 識」與「概念衝突」這兩個因素統合考量,可以詮釋大多數的學生科學學 習的困難,因為此一歷程涉及了科學知識的根本重建,而這種重建可類比 於科學史中的理論改變。由於「知識重建」對再解科學學習的歷程是一有 用的解釋,本文首先將從認知心理學的研究來探討科學知識的重建,以對 科學知識重建的本質以及它如何發生作一較為完整的剖析;其次,以科學 哲學及科學史中的理論與範例作一論證,以說明科學知識重建與概念改變 的關係;此外,並以文獻中的研究結果,指出影響科學知識重建之認知因 素,以及科學教室中學生知識重建的可能機制;最後,從這些討論,探討 科學知識重建在科學教育的涵意。 |
英文摘要 | Recent researches on cognitive psychology and theories of knowledge restructuring suggest that a useful explanation for investigating the process of science learning is to differentiate the weak restructuring and the radical restructuring in knowledge acquisition. Such a viewpoint helps to penetrate into the difficulties in students' conceptual changes. In addition to that, the synthetic consideration of prior knowledge and conceptual conflict can explain most students' difficulties in science learning because it involves the radical restructuring which bears analogy to the change of theories in scientific history. Owing to the significance knowledge restructuring bears to the conceptual change process in science learning, a theoretical analysis based on cognitive researches is presented here in detail. The following discussion includes the essence of sceintific knowledge restructuring and the relation it bears to conceptual changes, factors affecting as well as mechanism for scientific knowledge restructuring. Last of all, the implications of knowledge restructuring for science teaching are also discussed. It is argued that issues mentioned above are cruical to the study of science teaching. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。