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題 名 | 建構主義教學方法--影響學童光學概念學習教學模式的研究=A Constructivist Teaching Approach--A Teaching Model for Conceptual Change about Learning Optics |
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作 者 | 郭金美; | 書刊名 | 嘉義師院學報 |
卷 期 | 13 1999.11[民88.11] |
頁 次 | 頁157-201 |
分類號 | 521.58 |
關鍵詞 | 建構主義; 教學方法; 學童; 光學概念; Constructivism; Instructional model; Conceptual change; Elementary science education; Optics; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究應用Driver及Oldham所創建構主義教學模式,著重以學童另有架構為教學起點,設計、效化測量工具評量學童有關光直進、反射及折射概念的改變,藉以比較此建構主義教學模式與傳統教學模式的差異。嘉義市某國小五年級學生共計147人,就原上課班級分別參與對照組、實驗組(各兩班)。兩位優良小學科學教師參與兩組教學,實驗組教師不但熟悉建構論的知識觀,經與研究者的教學實務討論、訓練,教學過程亦經本研究所設計教學檢核表的檢驗,其教學高達85%的符合程度。對照組教師雖不熟悉建構論的知識觀,卻相當有信心地以目前國內比較普遍熟知的一般教學模式,包括利用實驗、探索等教學方法進行教學。 本研究進行為期兩週的實驗教學,教學前後測共十三題,以"1"和"0"表示具科學概念和另有架構,並以共變分析(ANCOVA)統計檢驗對照組與實驗組概念改變的差異。從教學前後部分樣本的訪談、教學前後紙筆測驗及理由申論、教學活動中學生的活動紀錄、以及研究者參與教室觀察,以三角校正方式進行詮釋性研究,歸納學生概念改變的各種類型,作為兩組概念改變差異比較的依據。 本文採質、量並行的分析,檢驗十三題光概念改變的情形,發現實驗組明顯地優於對照組(t-3.47,p<.05)。然而在光直線前進及影子概念方面,對照組與實驗組學生概念改變並沒 異性(t=1.22,P>.05)。研究又發現實驗組有不同於對照組學生概念改變的幾個特性:一、學因教師提供充足的教學資源對自然現象的描述有更豐富的科學語彙;二、學童因內在認知衝突的自發性覺知而發生概念改變;三、學童因教師應用認知衝突策略而放棄甚至修正另有架構;四、學童因同儕互動而發生概念改變;五、透過全班各組不同數據來源的澄清使學生對科學概念有更深入的了解。 |
英文摘要 | The purpose of this study was to compare the 5th graders' conceptual change about light propagation, reflection and refraction through using the constructivist-teaching model, which was based on the students' preconceptions, with the traditional instructional model. Four intact classes of 147 5th graders participated in this stud. Two classes, the control group, were exposed the traditional instruction by an expert science teacher. The other two classes in the experimental group were taught with the Oldham & Dhver's instructional model by a constructivist teacher. Data resources came from paper-and-pencil test, worksheet, class activity videotaped and field notes. Six students in each class were interviewed by the researcher in order to clarify the students, conceptions written in the test and the worksheet. Thirteen items were included in the paper-and-pencil test, item l-5 for propagation concept, item 6-lO for reflection, item ll-13 for refraction. The scores, "1" and "0", were the representatives of "scientific concept "and" alternative conception. Results revealed that 5th graders in the experimental performed significantly better than did 5th graders in the control group (t=3.47,p<.05), but there was no significant difference between the two groups about light propagation conceptual change (t=1.22, p>.05). There were also several findings in the interpretive analyses: 5th graders in the experimental group had more plenty scientific descriptions than did students in the control group; The remedy about alternative conceptions occurred because of the use of the conflict self-generated in the experimental group; Conceptual changes occurred because of the interactions in the experimental group; Elaboration learning was found in the experimental group because of clarification and discussion about data from the whole class. |
本系統中英文摘要資訊取自各篇刊載內容。