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 |
相關次數: | 點閱:294 下載:0 |
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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.
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