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題名 | 職前及在職國民小學教師的天氣概念及其相關迷思概念之探究=A Study of Pre-service and In-service Elementary School Teachers Conceptions of Weather |
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作者 | 蘇育任; | 書刊名 | 科學教育學刊 |
卷期 | 7:2 1999.06[民88.06] |
頁次 | 頁157-176 |
分類號 | 523.35 |
關鍵詞 | 天氣概念; 在職教師; 迷思概念; 國小教師; 職前教師; In-service teacher; Misconception; Pre-service teacher training; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在藉研究者自行設計並效化之筆試問卷及晤談工具,探討職前及在職國 小教師的天氣概念及其相關迷思概念。先以筆試採用大量樣本的資料,以進行假設考驗;晤 談則針對筆試的結果作深入的瞭解。 筆試樣本包括職前國小教師 508 人及在職國小教師 444 人;晤談樣本則針對筆試分析結果選定代表樣本,總計 30 人。研究所得結論主要可分 成兩點敘述如下,首先由分析筆試結果發現:在「天氣概念問卷」的表現,職前國小教師與 在職國小教師皆是男性優於女性;職前國小教師在「天氣概念問卷」的得分表現優於在職國 小教師;又從整體上來看,職前及在職國小教師在問卷上的得分偏低。其次,分析歸納問答 題資料及晤談結果,發現:職前及在職教師對天氣概念瞭解並不深入,在回答筆試的問答題 及晤談題目時,常常無法回答,即使答出來,其中含錯誤或迷思概念的百分比很高,顯示錯 誤概念或迷思概念具有相當的普遍性。職前教師及在職國小教師對於天氣概念的解釋,常常 是片面而不完整的,兩者對於天氣概念的解釋類型也大致相同,但是在迷思概念方面,在職 國小教師出現的比率高於職前國小教師。職前國小教師在解釋概念時,有套用特定科學名詞 的傾向。 |
英文摘要 | This research was based on data collected from the researcher's self- designed questionnaire and interviews. The purpose was to investigate the conceptions and misconceptions about weather possessed by pre-service and in-service elementary school teachers. The questionnaire was developed to gather data from a large sample and allow for the testing of quantitative hypotheses about conceptions of weather. The interview was designed relative to the results of the questionnaire in an effort to explore questionnaire responses in more depth. The subjects of the investigation included 508 pre-service teachers and 444 in-service teachers. The 30 interviewees were selected with respect to their responses to the questionnaire. The findings of this study are reported as follows: (1) in terms of their questionnaire responses, male teachers performed better than female teachers for both the pre-service and in-service groups, (2) although the pre-service teachers outperformed the in-service teachers, the teachers in both groups did not perform satisfactorily on the questionnaire, (3) both pre-service and in-service teachers exhibited significant misunder-standings about weather. In many cases, the teachers could not begin to answer questions asked during interviews. When the teachers were able to answer interview questions, their answers were filled with misconceptions, implying that they did not have sufficient knowledge about weather. While explaining their answers during interviews, the teachers would use very specific technical terms. However, the explanations provided by the two groups of teachers were commonly incoherent and did not indicate comprehension of the appropriate subject matter. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。