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題 名 | 國小學童對天氣變化概念發展之研究=A Study on the Conceptual Development of "Weather Changes" Among Elementary School Students |
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作 者 | 許民陽; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 27 1996.04[民85.04] |
頁 次 | 頁133-158 |
分類號 | 523.34354 |
關鍵詞 | 國小; 學童; 天氣變化; Conceptual development; Weather changes; Clouds and rain; |
語 文 | 中文(Chinese) |
中文摘要 | 天氣變化影響我們的生活,也是自然界中最幅於變化、最難捉摸的現象。因此了解 設處地的大氣環境,尤其是天氣訬化現象,就成了國民小學自然科課程中探究的主題。本研 究第一年嘗試發展及設計有效的面談或群測工具,探討低年級學童對基本的晴、陰、雨天氣 變化狀況,中年級學童對雲和雨等夷氣變化要素的概念認知發展情形,及發現其迷思概念, 並比較不同地區學童對天氣變化概念認知的差異。勵經一年餘的資料收集、各天氣變化單元 概念架構分析、臨床晤談、群測及統計分析比較等步驟,得到下列數點重點結論: 1.國小自然科由低年級至高年級,天氣變化各單元概念及目標發展明顯地具有漸進的層次和 系統,教材的編擬也較能配合學童心智的發展。 2.低年級學童在晴、陰、雨的概念認知上,80%以上學童可判斷實際的天氣狀況。判別晴或 陰的依據坐太陽外,最重要者依序為冷熱及雲量多少,此外溫度和風也影響判斷,習慣上只 要冷或風大就不是好天氣。判別陰或雨的主要依據為下雨與否及雲量。五分之一左右的學童 認為陰雨天看不見太陽時,有太陽沒升起或落下的迷思概念。大部皆學童也沒有主動觀察天 氣調整哀著的習慣,而依賴父母的關照。 3.中年級在樹概念的認知發展上,學童能求覺雲的形狀會改變,風吹造成雲的運動。雲也有 不一樣的高萬,經由上下層雲運動進度不同而得知:晴天的雲較高,但陰天的雲卻有37%的 學童認為比雨天的雲厚。學童普遍認為有灰、白及黑色的雲,認為有紅或黃色雲的人較少, 但三分之一左右的學童認為有藍色的雲。一般學童認為灰黑色雲的成因為很厚之故,但大城 市學童認為和空氣汙染也有關。 4.中年級學童在雨量的測量上,三分之一學童認為屋頂上承接的雨量較多,因屋頂較高,先 承接雨水之故。另有認為捆場上較空曠,承接的雨水較屋頂多。學童容易將雨量的測量概念 (雨量筒承接雨水的高度)和雨量筒容積相混淆。 5.低及中年級在各項概念認知上,大城市學童的通過率大部分較小城市及偏遠地區為高。 6.男女學童的比較上,在大部分概念認知上差異不大,但在較具推理性質題目中,男生較優, 但在需細心觀察及測量的項目中,女生較優。 7.某些中年級有雲沒有顏色、有藍色的雲、晴天及陰天的雲較厚、容積大的雨量筒量得的「雨 量」較多迷思概念。 |
英文摘要 | Since atmosphere is all around us, weather changes are daily life experience. Therefore, the concept of changes in the weather are an essential subject in science curriculum at elementary school, students should have constructed their own preconception or misconception from their own prior experience, thus we must taken into account children's original explanations as a starting points for science teaching. The main purpose of this research in the fist year is to find out the conceptual development of variety of weather conditions, especially in the weather which are related to daily changes (clear, cloudy and rainy day, or rain and clouds), description of analying the difference between sexes and regions (ural and urban area), we gain many definite results as below: 1. Eighty percent of second grade students can distinguish actual weather conditions, the elements which to distinguish clear, rainy and cloudy day are the appearance of sun, coverage of cloud in th sky, and raining condition, but the temperature (warm or cool) and wind speed also influence students judgement, they usually refer the low temperature and strong wind as a bad weather. About sixteen percent of students has the misconception that the sun didn't rise or aiready set in the cloudy, rainy day. 2. Fourth grade students can recognize the movement of could by wind blow, according to moving speed of different height and the shape of clouds are changeable. Clouds in clear dya is higher than cloudy or rainy day, but one-third students think that clouds in cloudy dya is thicker than rainy day. They also comprehend that cloud had white gray and black color, but one-third student said there has blue clouds. 3. Most of students confused in measuring rainfall, they usually mistake the rainfall as the volume of water in the rain gauge instead of measuring the depth of water in it. 4. The conceptual development of urban area students in weather changes is better than ural students, especially in describing or recognizing the weather patterns. 5. fourth grade student has some misconceptions. Such as cloud has no color, cloud has blue color, clouds in clear or cloudy day are thicker, etc. |
本系統中英文摘要資訊取自各篇刊載內容。