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研究生: 何玉婷
論文名稱: 探討不同教學方式對高中生學習四季概念的影響
指導教授: 許瑛玿
學位類別: 碩士
Master
系所名稱: 地球科學系
Department of Earth Sciences
論文出版年: 2005
畢業學年度: 93
語文別: 中文
論文頁數: 167
中文關鍵詞: 概念改變教學策略四季成因
英文關鍵詞: conceptual change
論文種類: 學術論文
相關次數: 點閱:284下載:32
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  • 學生在接受教育前,往往已經根據自身的感官經驗,在心中發展一套想法解釋自然現象。然而,學生發展的先前知識,礙於本身侷限的經驗與推論,經常與科學家們所認同的科學概念有所出入,有時很難藉由教學的過程加以改變,常造成學習的困擾,阻礙學習的進行(Hashweh, 1986;Vosniadou & Brewer, 1992)。這些和科學家們所認同的科學概念相左的概念,稱為另有概念(Gilbert & Swift, 1985)。
    人們發現學生的另有概念是根深蒂固,必須藉由特殊的教學策略才能加以改變(Hashweh, 1986)。文獻中常見的概念改變教學策略有異例、類比、電腦模擬、合作學習、Driver和Oldham的教學模式等。在本研究中將異例、類比、電腦模擬等教學策略設計於教師中心和學生中心的課程,以苗栗縣某國立高中四班高二第一類組選修地球科學的學生為研究對象,試圖探討不同教學方式對學生進行「四季成因課程」中的概念改變情形,以及了解不同空間能力、學習方式的學生,在學習成效的差異情況。
    首先,研究者以「四季成因診斷測驗」及概念圖分析高二學生在進行課程之前具有的四季成因另有概念。並利用準實驗研究法探討「四季成因課程」對學生學習四季成因概念改變的情形。
    研究獲得以下結果:
    1.接受過四季成因概念改變課程的學生,其在四季成因的概念瞭解上有顯著的進步。
    2.接受學生操作教學法的學生其概念圖後測成績顯著高於接受其他教學法之學生,而接受學生模擬教學法之學生其後測成績顯著高於老師模擬。在課程第二階段,「產生其他另有概念」的學生中,學生操作組的學生並未產生新的另有概念,而老師模擬組有較多學生產生新的另有概念,其中又以產生日地距離之另有概念的人數最多。
    3.高空間能力之學生在概念圖前測上的得分顯著高於低空間能力的學生。且具有中或高空間能力的學生,在後測晤談的壓克力半球上繪製的太陽視運動軌跡以及診斷測驗有關於太陽視運動軌跡(第12題)的答對率會較高。
    4.學習方式為練習與記誦的學生其概念圖後測成績顯著高於學習方式為遊戲與仿作的學生,而學習方式為同儕教學的學生顯著高於學習方式為協同研究、獨立研究、討論或遊戲與仿作的學生。
    5.比較三種診斷工具,診斷測驗所偵測到另有概念皆較概念圖偵測到的多,因為診斷測驗本身希望能偵測到所有另有概念,所以就算是學生認為有可能造成的四季,但非四季的主要成因,仍舊可以透過診斷測驗偵測到。若學生診斷測驗前測的另有概念類型可以包含概念圖前測的另有概念類型,則診斷測驗的概念分類較接近晤談結果。若學生診斷測驗前測的另有概念類型並未包含概念圖的另有概念類型,則須斟酌診斷測驗與概念圖的分類結果才會較接近於晤談結果。

    第一章 緒論 第一節 研究動機與背景……………………………………………………1 第二節 研究目的……………………………………………………………2 第三節 研究問題……………………………………………………………3 第四節 研究的重要性………………………………………………………4 第五節 名詞釋義……………………………………………………………4 第二章 文獻探討 第一節 另有概念……………………………………………………………7 第二節 概念改變……………………………………………………………13 第三節 空間能力的研究……………………………………………………16 第四節 學習方式的研究……………………………………………………16 第三章 研究方法 第一節 研究對象……………………………………………………………18 第二節 研究設計與流程……………………………………………………19 第三節 研究工具……………………………………………………………22 第四節 資料分析……………………………………………………………39 第五節 研究範圍與限制……………………………………………………44 第四章 研究結果 第一節 學生學習前的四季成因概念類型…………………………………45 第二節 學習成就表現………………………………………………………60 第三節 學生的概念變化情形………………………………………………62 第四節 空間能力對學生概念學習的影響…………………………………75 第五節 學習方式對學生概念學習的影響…………………………………81 第六節 教學法對學生概念學習的影響……………………………………83 第七節 教學法與學習方式對學生概念學習的影響………………………84 第八節 綜合討論……………………………………………………………86 第五章 結論與建議 第一節 重要結論……………………………………………………………93 第二節 建議與未來研究方向………………………………………………96 參考文獻   中文部分……………………………………………………………………....100   英文部分………………………………………………………………………103 附錄一 概念圖概念類型分類準則………………………………………………114 附錄二 四季成因另有概念異例總表……………………………………………116 附錄三 四季成因課程動畫、模擬與實驗之內容引導問題……………………118 附錄四 四季成因命題陳述與專家概念圖………………………………………135 附錄五 四季成因診斷測驗及概念類型分類準則………………………………138 附錄六 四季成因概念圖評分規則………………………………………………152 附錄七 情境問題測驗與課程回饋問題…………………………………………156 附錄八 後測晤談單………………………………………………………………159 附錄九 前測晤談內容示例………………………………………………………161 附錄十 中測晤談內容示例………………………………………………………164 附錄十一 後測晤談內容示例……………………………………………………166

    一、中文部分
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    陳玉玲(2000):概念改變教學策略對地球運動概念之教學效果-以國小六年級學生為例。台北市:國立政治大學教育學系博士論文(未出版)。
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    翁雪琴(1994):探討國三學生對於「畫夜及四季」成因之心智模式及其概念改變歷程。台北市:國立台灣師範大學地球科學研究所碩士論文(未出版)。
    姜滿(1993):國小學童地球科學概念之理解。台南師院學報, 26, 193-219。
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    黃福坤(1999):資訊素養與教學-以物理教學示範實驗教室輔助教學網站為例。圖書館與資訊科學, 25(2), 53-62。
    曾永祥(2003):線上課程對高二學生四季成因概念學習的影響。台北市:國立台灣師範大學地球科學研究所碩士論文(未出版)。
    楊坤原(2000):教學主義與建構主義對電腦輔助教學設計的意含。視聽教育雙月刊, 42(3), 14-27。
    楊坤原、張賴妙理(2004):發展和應用二段式診斷工具來偵測國中一年級學生之遺傳學另有概念。科學教育學刊, 12(1), 107-131。
    楊坤堂(1996):學習風格教學。特教園丁, 12(2), 5-8。
    蔣家唐(1995):視覺空間認知能力向度分析既數理-語文資優生視覺空間認知能力差異研究。彰化縣:國立彰化師範大學特殊教育學系碩士論文(未出版)。
    蔡翠華(1996):國小數學學習障礙學生的學習型態與學習策略之相關研究。台北市:國立台灣師範大學特殊教育研究所碩士學位論文(未出版)。
    劉俊庚(2002):概念改變與概念改變教學策略之文獻分析-以概念圖和後設分析模式探討其意涵與影響。台北市:國立台灣師範大學科學教育研究所碩士論文(未出版)。
    蕭建華(2005):初探不同學習環境對高一學生地球科學學習成效的影響。台北市:國立台灣師範大學地球科學研究所碩士學位論文(未出版)。
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    二、英文部分
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