簡易檢索 / 詳目顯示

研究生: 林汝黛
Ru-Dai Lin
論文名稱: 病菌概念與心智模式--學生與成人對病毒與細菌的瞭解
The Conceptions and Mental Models of Germs :The Understandings About Virus and Bacteria of Students and Adults
指導教授: 張永達
Chang, Yung-Ta
學位類別: 碩士
Master
系所名稱: 生命科學系
Department of Life Science
論文出版年: 2011
畢業學年度: 99
語文別: 中文
論文頁數: 99
中文關鍵詞: 心智模式病毒細菌微生物
英文關鍵詞: mental models, microbes, virus, bacteria
論文種類: 學術論文
相關次數: 點閱:131下載:4
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
  • 本研究研究以質性研究的觀點探索成人與學生對於病菌的概念與呈現的心智模式類型。生物教育的研究焦點經常專注在學齡中的學生,但對於成人病菌概念的研究文獻稀少,因此本研究期望能為關於成人與學生病菌概念差異的研究提供參考。
    研究以訪談方式進行,並要求受訪者畫出想像中的「病菌」。訪談的文稿及繪圖以兩位研究者各自對研究資料進行編碼,以期獲得較高的研究信度。研究結果發現理組背景的成人比起文組背景成人,保有較接近科學模式的概念。但未曾接觸病毒相關教育的文組背景成人則具有許多的另有概念,成人與高中生間的概念並沒有隨著年齡的增長而越接近科學模式。
    此外只有非常少數的成人與學生能夠瞭解病毒的繁殖過程,因此即使能區分病毒與細菌的差異,也不全能以科學的模式進行兩者差異的解釋。本研究歸納出六種心智模式,其中無法區別病毒與細菌的心智模式有:1. 類動物的病菌模式;2.類細菌的病毒模式。能區分病毒與細菌差異的心智模式則有:1.病毒自然發生模式;2.類普恩蛋白的病毒模式;3.準科學模式;4.科學模式。其中只具有科學模式的部分受訪者對抗生素能持有科學概念。

    This interpretative study describes the conceptions and mental models that high school students and adults have about bacteria and virus. The studies in the area of biology tend to focus on the young students, only few studies have explored the conceptions of adults. The differences and similarities between students’ and adults’ conceptions are not clear. This study seeks to provide a reference of the comparison between adults and students.
    Semi-structured interviews were conducted with each of the participants, who were also asked to draw at least two types of germs. The interviews were audio-taped and transcribed. They were coded by two different researchers to ensure agreement on categories and as a measure of inter-rater reliability.
    The results present the adults who have a scientific background had a greater mscientific conceptions than those who have a liberal arts background . There is no linear progress from young students to adults. Only a few adults and students with science conception can explain the differences between bacteria and virus. In the study, the researcher generalized 6 types of mental models that the participants held. Participants who had animal-like model and bacterial-like model could not distinguish virus from bacteria. Participants who built a watershed between bacteria and virus that had one of the three mental models: spontaneous generation ; prion-like virus and the quasi-science model. But only those who had a science model can tell the differences between virus and bacteria with a science explanation.

    第一節 研究背景與重要性 2 第二節 研究目的與研究問題 6 第三節 名詞界定 7 第四節 研究基本假設與研究限制 9 第二章 文獻探討 10 第一節 心智模式 10 第二節 微生物發現史 17 第三節 抗生素與抗藥性概念 24 第四節 病毒與細菌的概念研究 27 第参章 研究方法 32 第一節 研究取向 32 第二節 研究流程與研究概念架構 34 第三節 研究參與者 36 第四節 資料收集 38 第五節 資料分析 39 第四章 結果與討論 42 第一節 「病菌」的定義 42 第二節 病毒與細菌的形態與構造 45 第三節 病毒與細菌的生態 51 第四節 病毒細菌與人體的關係 60 第五節 心智模式的類型 72 一、細菌與病毒的區分 72 二、 抗藥性的心智模式 87 三、心智模式與抗藥性 88 第五章 結論與建議 90 參考文獻 92 附錄一. 半結構式訪談問卷 96

    Bethan J. Henderson, Bryan T. Maguire(2000). Three lay mental models of
    disease inheritance. Social science and Medicine, 50 293-301.
    Jeffrey D. Fisher,William A. Fisher(2002). Information-Motivation-Behavioral Skills
    Model–Based HIV Risk Behavior Change Intervention for Inner-City High School
    Youth. Health Psychology, 21 77–186.
    Jeffrey D. Fisher,William A. Fisher (1992). Changing AIDS-risk behavior.
    Psychological Bulletin, 111, 455– 474.
    Jenny Byrne and John Sharp(2006). Children’s idea about micro-organisms. School
    Science Review,88(322) 71-79
    Jenny Byrne.(2011). Models of Micro-Organisms: Children's knowledge
       and understanding of micro-organisms from 7 to 14 years old. International Journal
    of Science Education, 1-35
    Laura A. Slaughter and Vimla L. Patel(2004). A study of Laypersons’ Mental Models and   
      Information Needs concerning Severe Acute Respiratory Syndrome. Medicine
      Information 1866
    Laurence Simonneaux,Ecole Nationale de Formation Agronomique(2000).
     A study of pupils’ conceptions and reasoning in connection with “microbes”, as a    
      contribution to research in biotechnology education. International Journal of
    Science.
    Martin W. Bauer & George Gaskell(2000). Qualitative Researching with Tex, Image and Sound A practice Handbook. SAGE Publications Ltd.
    Nagy, M. H. (1953). The representation of germs by children. Journal of
    Genetic Psychology, 83,227–240.
    Neil A. Campbell, Jane B. Reece, Martha R. Taylor and Eric J. Simon (2008). Biology:
    Concepts and Connections. Prentice Hall.
    Rosser, R. (1994). Cognitive development: Psychological and biological perspectives.
    Boston: Allyn and Bacon.
    Solomon, J. (1993). Children’s informal ideas in science/edited by Black, B.
    J. & Lucas, A. M. Routledge: London.
    Vosniadou, S., & Brewer, W. F. (1994). Mental Models of the day/night cycle. Cognitive
    Science, 18(1), 123-183.
    Vasquez, E. (1985). Les representations des enfants sur les microbes
    Children’s representationsof microbes]. Feuilles D’Epistemologie
    Appliquee et de Didactique des Sciences, 7, 31–36.
      Education, 22(6),619-644
    Wandersee,J.H(1986) Can the history of science help science educators anticipate
    students’ misconception? Journal of Researcher in Science
    teaching,23(7),581-597
    Vosniadou, S., & Brewer, W. F. (1994). Mental Models of the day/night cycle. Cognitive
      Science, 18(1), 123-183.

    下載圖示
    QR CODE