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研究生: 王念慈
Nien-Tzu Wang
論文名稱: 國小一、二、三年級學童液體量與重量守恆概念發展之教學效果的研究
Teaching Effects for Elementary School Students on Conservation of Weight and Conservation of Liquid Quantity
指導教授: 黃寶鈿
Hwang, Bao-Tyan
學位類別: 碩士
Master
系所名稱: 化學系
Department of Chemistry
畢業學年度: 87
語文別: 中文
論文頁數: 109
中文關鍵詞: 認知發展液體量守恆概念重量守恆概念概念診斷學習環概念教學
英文關鍵詞: cognitive development, conservation concept of liquid quantity, conservation concept of weight, concept diagnosis, learning cycle, concept teaching
論文種類: 學術論文
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  • 國小一、二、三年級學童液體量與重量守恆概念
    發展之教學效果的研究
    研究生:王念慈
    國立台灣師範大學化學研究所
    中文摘要
    守恆概念是密度、化學平衡、物質三態變化、氧化還原等化學概念的基礎。本研究主要的目的是探討國小一、二、三年級學童液體量、重量守恆概念的發展情形,進而設計教學單元以促進學童概念的轉變。對象包括台北市與台北縣等三所國小一、二、三年級的學童,共1036人。
    本研究採用實驗研究法,將學童分為實驗組與控制組,依前測、教學、後測之程序實施,實驗組進行教學活動,控制組則沒有進行教學活動。研究工具包含液體量、重量守恆推理能力與學習環教學活動。 主要研究發現為下列數點:
    (一) 學童液體量與重量守恆概念的發展順序大致與皮亞傑的研究一致。液體量守恆概念約在三年級左右發展完成,重量守恆概念發展在液體量守恆概念之後。
    (二) 液體量與重量守恆概念推理能力的發展,國小一、二、三年級學童男女間在統計上沒有顯著差異。
    (三) 接受守恆概念教學的實驗組,前後測達到守恆概念的人數經過統計上的卡方考驗,達到統計上的顯著差異。由此可以看出,透過教學實驗活動確實能對實驗組學童的守恆概念,產生了積極正向的影響。
    (四) 教學活動對性別的學習成效上,在統計上並沒有顯著差異。
    (五) 經過教學後,學童思考型態漸趨多元化,推理能力也更加進步。守恆概念的教學對實驗組學童認知結構的發展,造成正向的影響。

    Abstract
    Conservation concepts are the most foundamental concept in chemical knowledge. The purposes of this study were to probe into the development of liquid conservation and weight conservation concepts of students, to explore the concept change of liquid conservation and weight conservation concepts through designed teaching activities. The sample of the research were students from grade 1 to 3 in elementary schools. To
    -tally 1036 students completed the tests.
    An experimental research method was used for this study. Both experimental group and control group were conducted by pre and post-tests. But only experimental group was treated with a learning cycle teaching activity between pre and post-tests. The instrutments used in the research were as follows: (1) Diagnostic test of liquid conservation. (2) Diagnostic test of weight conservation. (3)The learning cycle teaching activity. They were a group demonstration test.
    The major findings of this paper were : (1) In general, this study supported the sequence of development of conservation as stated in the Piagetian theory. Liquid conservation was developed at grade three, and wight conservation was developed latter. (2) No difference between genders was found on the development of liquid conservation and weight conservation. (3) When comparing the pre and post-tests , there was an obvious improvement of the percentage of correct responses in the liquid and weight conservation concepts after teaching, (4) There was no gender difference was found on the teaching effects in liquid and weight conservation for the experimental group students. (5) Children’s multi-thinking patterns and progressive reasoning abilities was found after teachung by learning cycle method. The teaching conserning conservation concept was an effective method to the cognitive development of experimental group students.
    Keyword︰cognitive development, conservation concept of liquid quantity, conservation concept of weight, concept diagnosis, learning cycle, concept teaching.

    目 錄 中文摘要 Ⅴ 英文摘要 Ⅶ 第一章 緒論 第一節 研究動機 1 第二節 研究目的 4 第二章 理論背景與文獻探討 第一節 皮亞傑的認知發展理論 5 第二節 守恆概念的發展 13 第三節 國小自然科學課程概念分析 20 第四節 學習與教學 25 第五節 學習環教學 31 第三章 研究步驟與方法 第一節 研究對象 36 第二節 研究流程 38 第三節 研究工具 39 第四節 進行步驟與方法 52第四章 初測結果 第一節 面談結果分析與討論 57 第二節 預試結果分析 65 第五章 結果與討稐 第一節 守恆概念的發展情況 67 第二節 學童液體量與重量守恆概念改變之情形 69 第三節 液體量與重量守恆概念教學的效果 72 第四節 性別與守恆概念之間的關係 75 第五節 液體量與重量守恆概念之關係 77 第六節 學童守恆概念思維型態的轉變情形 80 第六章 結論與建議 第一節 結論 88 第二節 建議 91 參考文獻 95 附錄 附錄一 正式測試測驗工具 103 附錄二 教學活動學生記錄表 106 表 目 錄 表2-1 國小自然科課程化學概念相關內容之分析 22 表3-1 面談對象各年級人數統計 36 表3-2 預試前後測取樣之學校及學生人數 37 表3-3 正式測試前後測取樣之學校及學生人數 37 表4-1 液體量守恆問題答案類型分析 57 表4-2 重量守恆問題答案類型分析 58 表4-3 液體量守恆問題之教學前後測之轉變情形 62 表4-4 重量守恆問題之教學前後測之轉變情形 63 表4-5 各年級組通過守恆概念人數及百分比 65 表4-6 預試達到守恆概念之前後測比較 66 表5-1 正式測試各年級組守恆概念之人數分佈情形 67 表5-2 學童液體量守恆概念前後測階層人數分佈 69 表5-3 學童重量守恆概念前後測階層人數分佈 70 表5-4 學童守恆概念前後測之比較 72 表5-5 男女生達到守恆概念人數分佈情形 75 表5-6 實驗組男女學童守恆概念前後測比較情形 76 表5-7 液體量欲重量守恆概念之相關 77 表5-8 學童守恆概念前後測階層人數分佈 78 表5-9 學童守恆概念解釋理由的分類及其百分比 82 表5-10 學童守恆概念知覺性與邏輯性判斷之分佈情形 83 表5-11 學童守恆概念理由之轉變情形 85 表5-12 實驗組一年級學童守恆概念之轉變情形 86 表5-13 實驗組二、三年級學童守恆概念之轉變情形 87 圖 目 錄 圖3-1 研究流程圖 38 圖3-2 守恆概念教學活動之流程圖 43 圖3-3 單組前後測設計 53 圖3-4 正式測試實驗設計 55 圖5-1 實驗組達到液體量守恆人數百分比之分佈情形 73 圖5-2 控制組達到液體量守恆人數百分比之分佈情形 73 圖5-1 實驗組達到重量守恆人數百分比之分佈情形 74 圖5-1 控制組達到重量守恆人數百分比之分佈情形 74

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