研究生: |
曾永祥 |
---|---|
論文名稱: |
線上課程對高二學生四季成因概念學習的影響 |
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: | 2003 |
畢業學年度: | 91 |
語文別: | 中文 |
論文頁數: | 156 |
中文關鍵詞: | 概念改變 、電腦模擬 、t考驗 、卡方分析 、單因子共變數分析 、線性迴歸分析 |
英文關鍵詞: | conceptual change, computer simulation, t-test, χ2 analysis, ANCOVA, linear regression |
論文種類: | 學術論文 |
相關次數: | 點閱:216 下載:22 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究以概念改變(conceptual change)理論為基礎,結合電腦模擬(computer simulation)教學策略,發展一套四季成因線上課程,探討高二學生在課程進行前所具有的四季成因另有概念和課程結束後的學習成效與概念改變情形,並分析學生的空間能力對其四季成因概念學習的影響,最後歸納學生對此線上課程的綜合意見,以做為未來發展地球科學相關網路教學課程的參考。研究對象為台北縣某國立高中兩班高二第一類組選修地球科學的學生,有效樣本共76人。研究工具包括四季成因線上課程、空間能力測驗、課程回饋問卷與四季概念診斷測驗、概念圖及半結構式晤談三種四季成因診斷工具。資料分析方法在量的方面採用t考驗(t-test)、卡方分析(χ2 analysis)、單因子共變數分析(ANCOVA)與線性迴歸分析(linear regression);在質的方面採用內容分析及概念圖的歸類和評分。主要的研究結果如下:
一、高二學生在進行課程之前,對四季成因普遍具有另有概念,有些另有概念類型是文獻中未曾出現過的,可能來源是直覺經驗或教科書的誤導。
二、學生在完成課程之後,在概念圖與四季成因診斷測驗得分有顯著進步,所具有的另有概念類型也普遍減少,顯示四季成因線上課程可以幫助學生學習四季成因概念,並達到概念改變的目的。另外,學生的空間能力測驗得分會影響其概念圖後測得分,也就是學生在四季成因線上課程的學習成效,和本身空間能力有很大的關係。
三、對四季成因線上課程的學習觀感,大多數學生認為本課程的模擬動畫不僅能引起學習動機,更可以將文字難以表達的抽象概念具體呈現,並藉由操弄動畫的過程探索四季成因概念。
四、本研究的課程提供互動式的線上學習環境,提供了多元化的教學方式,讓學生主動建構四季成因概念。然而研究結果顯示,學生在缺乏教師引導的情況下,會誤解課程動畫所呈現的概念內容,造成概念的混淆。因此,如果能夠在課程進行過程加入老師的引導,可以減少學生在學習過程產生的迷思。
一、中文部分
王美芬(1991):自然科錯誤之研究。台北市立師範學院學報,22,367-400。
王保進(1999):視窗版SPSS與行為科學研究。台北市:心理出版社。
朱錦鳳(1997):教學電腦模擬的必備要件及注意事項。教學科技與媒體, 31,49-53。
劭曉明(2002):探討建構主義理論在CAI生物學教學中的應用。視聽教育雙月刊,43(5),34-38。
宋德忠、陳淑芬、張國恩(1998):電腦化概念構圖系統在知識結構測量上的應用。中國測驗學會測驗年刊, 45(2),P37-56。
李秀娟、張永達、黃達三(1998):概念圖應用於國中生物教材之分析與評論--以神經系統為例。師大學報,213,14-26。
林奇賢(1998):網路學習環境的設計與應用。資訊與教育,67,34-49。
林清山(1992):心理與教育統計學。台北市:東華書局。
陳英嫻(1995):月相盈虧之概念改變。師大學報,1995,40,509-548。
陳盟翔(2003):職前教師潮汐迷思概念之探討。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)。
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)。
陳龍川(1998):教學模擬之意涵與設計模式。花蓮師院學報,8,1-21。
張川木(1996):促進概念改變教學法(2)。科學教育月刊,186,10-18。
張國恩(1999):資訊科技融入各科教學之內涵與實施。資訊與教育雙月刊,72,2-9。
邱上真(1989):知識結構的評量:概念圖構圖技巧的發展與試用。特殊教育學報,4,215-244.
邱美虹(2000):概念改變的省思與啟示。科學教育學刊,8(1),1-34。
南一書局(2002):高中基礎地球科學。台北市:南一書局。
南一書局(2001):物質科學地球科學篇下冊。台北市:南一書局。
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.
梁勇能(2000):動態幾何環境下,國二學生空間能力學習之研究。台北市:國立台灣師範大學數學研究所碩士論文(未出版)。
國立編譯館(2000):國民中學地球科學全一冊。台北市:國立編譯館。
康熙圖書(2002):高中基礎地球科學。台中市:康熙圖書網路股份有限公司。
康熙圖書(2002):物質科學地球科學篇下冊。台中市:康熙圖書網路股份有限公司。
許瑛玿(1999):網路科技支援之電腦教學軟體對學生學習科學概念的影響。師大學報, 44(1,2),1-16。
許瑛玿和吳慧珍(2002):網路合作學習與科學過程技能的學習。科學教育月刊, 254, 16-27。
許嘉玲(1997):浮力學習之概念改變。台北市:國立臺灣師範大學科學教育研究所碩士論文(未出版)。
郭重吉和王晉基(1992):利用選擇題的方式來探求國中學生對「光」的迷思概念之研究。科學教育, 3, 73-92。
教育部(1999):九年一貫課程「自然與科技」綱要。台北市:教育部。
教育部(1997):資訊教育基礎計畫。台北市:教育部。
黃台珠(1995):概念圖在國中生物教學上的成效研究(II)。國科會報告:NSC84-2511-S-017-003。
黃台珠、熊召弟、王美芬、佘曉清、靳知勤、段曉林和熊同鑫譯(2002):促進理解之科學教學。台北市:心理出版社。
黃光國(2001):社會科學的理路。台北市:心理出版社。
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。
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。
董家莒(2001):多媒體電腦輔助學習歷程對學生地球科學學習成就之影響。師大學報,46(1,2),43-64。
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)。
廖桂菁(2001):情境式網路學習環境對科學學習之影響。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)。
劉俊庚(2002):概念改變與概念改變教學策略之文獻分析-以概念圖和後社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)。
龍騰文化(2002):高中基礎地球科學。台北市:龍騰文化事業股份有限公司。
龍騰文化(2002):物質科學地球科學篇下冊。台北市:龍騰文化股份有限公司。
龍騰文化(2002):高中地理第一冊。台北市:龍騰文化股份有限公司。
二、英文部分
Ahrens, C. D. (1992). Meteorology Today (5thed.). New York: West Publish Company.
Ausubel, D. P. (1968). Education psychology: a cognitive view. New York: Holt, Rinehart & Winston.
Atwood, R. K., & Atwood V. A. (1996). Preservice elementary teachers’ conception of the cause of season. Journal of Research in Science Teaching, 33(5), 553-563.
Bar, V., & Travis, A. S. (1991). Children’s views concerning phase changes. Journal of Research in Science Teaching, 28(4), 363-382.
Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201-206.
Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11(special issue), 503-513.
Bliss, J., Ogborn, J., & Whitelock, D. (1989). Secondary school pupils’ commonsense theories of motion. International Journal of Science Education, 11(3), 261-272.
Canas, A. J., Ford, K. M., Novak, J. D., Hayes, P., Reichherzer, T. R., & Suri, N. (2001). Online concept maps: enhancing collaborative learning by using technology with concept maps. The science teacher, 68(4), 2001.
Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Implications for learning and discovery in sciences. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science. Minneapolis: University of Minnesota Press, 129-186.
Chinn , C.A., & Brewer ,W.F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654.
Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30(10), 1241-1257.
Crews, W. E. (1990). Development of a paper-and-pencil instrument to elicit student concepts concerning the earth as a planet. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. (ERIC Document Reproduction Service No. ED324 191)
Dagher, Z. R. (1995). Review of studies on the effectiveness of instructional analogies in science education. Science Education, 79(3), 295-312.
Driver, R. (1989). Students’conception and the learning of science. International Journal of Science Education, 11, 481-490.
Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
de Jong, T., & Njoo, M.(1992). Learning and instruction with computer simulation : Learning processes involved. In E. de Corte, M. C. Linn, H. Mandl ,& L.Verschaffel (Ed), Computer-based learning environments and problem solving(pp.411-427). Berlin Heidelberg, NY: Springer-Verlag.
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulation of conceptual domains. Review of Educational Research, 68(2), 179-201.
Duchastel, P. (1991). Instructional strategies for simulation-based learning. Journal of Educational Technology System, 19(3), 265-276.
Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001-1015.
Faryniarz, J. V., & Lockwood, L. G.. (1992). Effectiveness of microcomputer simulation in stimulating environmental problem solving by community college students. Journal of research in science teaching, 29(5), 453-470.
Novak, J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101.
Novak, J. (1990). Concept mapping: a useful tool for science education. Journal of research in science teaching, 27(10), 937-949.
Novak, J., & Gowin, D. (1984). Learning how to learn. Cambridge: Cambridge Uinversity Press.
Garnett, P. J, Garnett, P. J., & Hackling,D. (1995). Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95.
Gilbert, J. K.,Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623-633.
Gilbert, J. K., & Swift, D. J. (1985). Towards a Lakatosian analysis of the Piagetian and alternative conception research programs. Science Education, 69, 681-696.
Hameed, H., Hackling, M. W., & Garnett, P. J. (1993). Facilitating conceptual change in chemical equilibrium using a CAI strategy. International Journal of Science Education, 15(2), 221-230.
Hashweh, M. (1986). Toward and explanation of conceptual change. European Journal of Science Education, 8(3), 229-249.
Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Education, 20(8), 731-743.
Hewson, P. W., & Thorley, N. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(5), 541-553.
Hoadley, C. M., & Linn, M. C. (2000). Teaching science through online, peer discussion: speakeasy in the knowledge integration environment. International Journal of Science Education, 22(8), 839-857.
Hynd, C. R., McWhorter, J. Y., Phares, V. L., & Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(4), 933-946.
Jones, M. F., Carter, G.., & Rua, M. (2000). Exploring the development of conceptual ecologies: communities of concepts related to convection and heat. Journal of Research in Science Teaching, 37(2), 139-159.
Kelly, P. R. (1998). Transfer of learning from a computer simulation as compared to a laboratory activity. Journal of Education Technology Systems, 26(4), 345-351.
Lewis, E. L., & Linn, M. C. (1994). Heat Energy and Temperature Concepts of Adolescents, Adults, and Experts: Implications for Curricular Improvements. Journal of Research in Science Teaching, 31(6), 657~677.
Linn, M. C., & Swiney, K. (1981). Individual differences in formal thought: role of expectations and aptitudes. Journal of Education Psychology, 73, 274-286.
Macnab, W., & Johnstone, A. H. (1990). Spatial skills which contribute to competence in the biological sciences. Journal of Biological Education, 24(1), 37-41.
Markham, K. M., Mintzes, J. J., & Jones, M. G.. (1994). The concept map as a research and evaluation tool: further evidence of validity. Journal of Research in Science Teaching, 31(1), 91-101.
McGee, M. G.. (1979). Human spatial abilities: psychometric studies and environmental ,genetic hormonal ,and neurological influences. Psychological Bulletin, 86, 889-918.
Millar, R. (1989). Constructive criticisms. International Journal of Science Education, 1, 587-596.
Novak, J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101.
Osborne, R. J., & Gilbert, J. K. (1980). A method for investigating concept understanding in science. European Journal of Science Education, 2(3), 311-321.
Orion, N., Ben-Chaim, D., & Kali, Y. (1994). Relationship between Earth science education and spatial visualization. Paper presented at NARST conference, Anaheim, March 1994.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211-227.
Philips, W. C. (1991). Earth science misconceptions. Science Teacher, 58, 21-23.
Rastovac, J., & Slavsky, D. B. (1986). The Use of Paradoxes as an Instructional Strategy. Journal of College Science Teaching, 16(2), 113-118.
Rivers R. H., & Vockell E. (1987). Computer simulation to stimulate scientific problem solving. Journal of Research in Science Teaching, 24(5), 403-415.
Sanger, M. J. (2000). Using particulate drawing to determine and improve students’ conceptions of pure substances and mixture. Journal of Chemical Education, 77(6), 762-766.
Sharp, J. G. (1996). Children’s astronomical beliefs: a preliminary study of year 6 children in south-west England. International Journal of Science Education, 18(6), 685-712.
Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of the chemical reaction concept. International Journal of Science Education, 20(2), 205-221.
Stevens, J. (1996). Applied multivariate statistics for the social science (3rded.). Mahwah, NJ: Lawrence Erlbaum.
Tao, P-K., & Gunstone, R. (1999). The process on conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859-882.
Tomas, R. A., & Hooper , E. (1991). Simulation: An opportunity we are missing . Journal of Research on Computing in Education, 23(4), 497-513.
Treagust, D. F., & Haslam, F. (1986). Evaluating secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier diagnostic instrument.A paper presented at the 59th annual meeting of the National Association for Research in Science Teaching . San Francisco , California.
Wallace, J. D., & Mintzes J. J. (1990). The concept map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033-1052.
Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternatives conceptions in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning. New York: Macmillan.
White, B.Y. (1984). Designing computer games to help physics students understand Newton’s laws of motion. Cognition and instruction ,1(1),69-108.
Vosniadou, S., & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Education Research, 57(1), 51-67.
Vosniadou, S. (1991). Designing curricula for conceptual restructuring: Lesson for the study of knowledge acquisition in astronomy .Journal of curriculum studies , 23(3), 219-237.
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and instruction, 4, 45-69.