研究生: |
黃瑞仁 Jui-jen Huang |
---|---|
論文名稱: |
以示範實驗式群測與粒子模型模擬教學探討國中學生對於化學變化的相關概念:以氣體之產生為例 Investigating the Junior High School Students' Concepts Regarding Chemical Change by Means of Group Demonstration Test and with a Particle-model-simulation Instruction: The Production of Gas as an Example |
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 |
論文出版年: | 2002 |
畢業學年度: | 90 |
語文別: | 中文 |
論文頁數: | 114 |
中文關鍵詞: | 化學變化 、錯誤概念 、兩段式診斷測驗 、示範實驗式群測 、粒子模型模擬教學 |
英文關鍵詞: | chemical change, misconception, two-tier diagnostic test, group demonstration test, particle-model-simulation instruction |
論文種類: | 學術論文 |
相關次數: | 點閱:203 下載:0 |
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 |
日常生活中有許多化學變化,但由於日常用語、直觀判斷及不當教學的結果,使學生對於常見的現象變化充滿了許多錯誤的認知。本研究以產生氣體之化學變化為主題,以自行設計之實驗裝置與兩段式診斷測驗問卷為工具,採用示範實驗式群測之方式來探討學生在相關概念上的認知,並利用實驗操作之觀察與粒子模型之模擬教學進行教學活動。希望藉由教學活動的設計來幫助學生理解產生氣體之化學變化的相關概念,並改變其既有之錯誤概念。研究對象為國中一年級至三年級學生,分為實驗組與控制組,共計424人。本研究結果發現:
一、多數學生對於變化之定義不清楚,對物質缺乏組成之概念,且不善於區別變化種類。且多數學生並不清楚化學變化的進行過程,對於微觀粒子的性質缺乏思維能力,所以在許多化學變化的相關概念上有錯誤的認知,不論在微觀與巨觀上,學生主要的錯誤認知為:「無中生有」與「憑空消失」。
二、比較各年級學生在化學變化概念的認知差異方面,發現學生在多數概念上的認知隨年級而有所進步,這顯示在現象變化概念的理解上,需要學生在抽象推理思考能力上的成熟。
三、比較實驗組與控制組在教學前後的概念改變情況,證實本研究採用的實驗操作觀察及粒子模型模擬教學,對於學生在化學變化之進行過程及粒子概念的理解有顯著之教學成效。此外,研究亦發現教學活動對二年級學生有較好的教學效果,代表模型教學對於抽象思考能力發展中的學生而言,有較佳的輔助效果。
In daily life, it is full of chemical change. However, because of ordinary terms, direct judgment, and improper teaching, students have quite a lot of wrong recognition of these changes which are normal phenomenon. Taking the chemical change of producing gas for example, this research was aimed at investigating students’ recognition of correlated concepts by means of group demonstration test using self-designed experimental instrument and the problems of two-tier diagnostic test. Furthermore, by means of the experiment-manipulating observation and particle-model-simulation instruction, students could improve their concepts and changed their misconceptions concerning the chemical changes of gas production. The subjects including all the grades in the junior high school, were divided into the experimental group and the control group. There were totally 424 students. The main findings in this research were:
1.Most students were unclear about the definition of chemical changes, lack building up the concept of material, and were not good at distinguishing the variety of changes. Moreover, most students were unclear about the process of chemical changes, and unable to think the character of microscopic particles. Therefore, they held misconceptions of chemical changes. No matter in the microscopic or macroscopic view, students’ main misconceptions were “making something out of nothing” and “disappear out of the void”.
2.Comparing the difference in the recognition of the concepts of chemical change, students’ recognition of the most concepts was progressed while their grades were higher. It implies that the comprehension of chemical changes needs students’ mature ability of abstract thinking.
3.Comparing the improvement between the experimental and the control group before and after the instruction, it proved that the experiment-manipulating observation and particle-model-simulation instruction were significantly effective in understanding the process and the particle concepts of chemical changes. Moreover, in this research, it showed that there was much effective for the eight grade students. It means that by model instruction it had better effectiveness for helping the students who were developing their ability of abstract thinking.
王文科(民78):認知發展理論與教學。台北:五南圖書出版公司。
王文科(民87):教育研究法(增訂新版)。台北:五南圖書出版公司。
李武勳(民89):國中學生氣體壓力概念之教學成效探討。國立台灣師範大學師範大學化學研究所碩士論文。
林振霖(民80):我國學生分子概念發展與診斷教學的研究。國科會專題研究報告
洪振方(民76):學生空氣體積及壓力之粒子模型概念與推理能力之相關研究。國立台灣師範大學師範大學化學研究所碩士論文。
許健將(民79):利用二段式測驗探查高三學生有關共價鍵及分子結構之迷思概念。國立彰化師範大學科學教育研究所碩士論文。
許健將、郭重吉、李成康(民81):利用二段式測驗探查高三學生有關共價鍵及分子結構之迷思概念。科學教育,3,175-197。
郭重吉(民77):從認知觀點探討自然科學的學習。教育學院學報,13,351-378。
郭重吉(民79):學生科學知識認知結構的評估與描述。彰化師範大學學報,1,279-320。
陳世雄(民81):利用示範實驗群測法探究國中學生物質變化概念與重量守恆推理。國立台灣師範大學師範大學化學研究所碩士論文。
陳素琴、蘇育任(民86):師院大一學生對化學分子結構與模型的概念研究。第十四屆科學教育學術研討會暨第十一屆科學教育學會年會論文彙編,364-370。
黃湘武、江新合、劉謹輔、陳忠志、杜鴻模、陸業堯(民74):國中學生質量守恆,重量守恆,外體積概念,與比例推理能力之抽樣調查與研究。中等教育,36(1),44-65。
黃湘武、黃寶鈿(民74a):學生空氣概念:粒子性質及動力平衡。中華民國七十四年度科學教育學術研討會論文彙編,1-18。
黃湘武、黃寶鈿(民74b):以示範群測法對我國學生重量與體積守恆推理能力發展之研究。中華民國七十四年度科學教育學術研討會論文彙編,19-34。
黃寶鈿(民76):示範式群測法研究學生的排水體積守恆概念。測驗年刊,34,137-146。
黃寶鈿(民77):邏輯思考能力評量工具的編製。師大學報,33,485-505。
黃寶鈿(民78):我國學生邏輯思考能力發展的研究。測驗年刊,36,31-46。
黃寶鈿(民80):學生對化學分子式及反應式概念之研究。國科會八十年度「科學教育專題研究計畫」。
黃寶鈿(民83):以示範實驗法探究學生的比例推理能力。測驗年刊,41,207-220。
黃寶鈿(民84):示範實驗群測法在認知發展與科學概念診斷研究上的應用。海峽兩案心理與教育測驗學術研討會,北京。
黃寶鈿、陳世雄(民82):從重量守恆推理能力探究學生對物質變化的錯誤概念。師大學報,38,175-201。
葉重新(民90):教育研究法。台北:心理出版社。
葛玟菁(民91):應用粒子模型之模擬教具探討國中學生物質狀態概念之學習成效。國立台灣師範大學師範大學化學研究所碩士論文。
歐陽鍾仁(民73):皮亞傑認知論與科學教育。台北:幼獅文化事業公司。
蔡春美(民77):兒童智慧心理學。台北:文景出版社。
鄭昭明(民86):認知心理學:理論與實踐(修訂版)。台北:桂冠圖書公司。
鄭麗玉(民82):認知心理學:理論與應用。台北:五南圖書出版公司。
盧文顥(民81):從粒子模型概念探討學生對於溶液概念之思考模式。國立台灣師範大學師範大學化學研究所碩士論文。
鍾聖校(民83):不同教學法對錯誤概念修正的影響。臺北師院學報,7,169-204。
Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105-120.
Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165.
Ahtee, M., & Varjola, I. (1998). Students’ understanding of chemical reaction. International Journal of Science Education, 20(3), 305-316.
Albanse, A., & Vicentini, M. (1997). Why do we believe that an atom is colorless? Reflections about the teaching of the particle model. Science & Education, 6(3), 251-261.
Anderson, R. D. (1965). Children’s ability to formulate mental model to explain natural phenomena. Journal Research in Science Teaching, 3(4), 326-332.
Andersson, B. (1986). Pupils’ explanations of some aspects of chemical reactions. Science Education, 70(5), 549-563.
Andersson, B. (1990). Pupils’ conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-85.
Ault, C. R., Novak, J. D., & Gowin, D. B. (1984). Constructing for vee maps for clinical interview on molecular concepts. Science Education, 68(4), 441-463.
Barker, V., & Millar, R. (1999). Students’ reasoning about chemical reaction: what changes occur during a context-based post-16 chemistry course. International Journal of Science Education, 21(6), 645-665.
Bennett, J., Rollnick, M., Green, G., & White, M. (2001). The development and use of an instrument to assess students’ attitude to the study of chemistry. International Journal of Science Education, 23(8), 833-845.
Benson, D. L., Wittrock, M. C., & Baur, M. E.(1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587-597.
Borghi, L., de Ambrosis, A., Massara, C. I., Grossi, M. G., & Zoppi, D. (1988). Knowledge of air: a study of children aged between 6 and 8 years. International Journal of Science Education, 10(2), 179-188.
Brosnan, T., & Reynolds, Y. (2001). Student’s explanations of chemical phenomena: macro and micro differences. Research in Science & Technological Education, 19(1), 69-78.
Coffman, J., & Tanis, D. O. (1990). Don't say particle, say people. An analogy for the kinetic theory. Science Teacher, 57(8), 26-29.
Doran, R. L. (1972). Misconceptions of selected science concepts held by elementary school students. International Journal of Science Education, 9(2), 127-137.
Driver, R. (1981). Pupils’ alternative frameworks in science. European Journal of Science Education, 3(1), 93-101.
Driver, R. (1985). Theory into Beyond appearance: the conservation of matter. In R. Driver, E. Guesen, & A. Tiberghien (Eds.) Children’s ideas in science (145-169). Milton Keynes: Poen University Press.
Erickson, G. L. (1980) Children’s viewpoints of heat: a second look. Science Education, 64(3), 323-336.
Flavell, J. H. (1963). The Developmental Psychology of Jean Piaget. New Jersey: Van nostrand.
Furth, H. G. (1970). Piaget for teachers. Englewood Cliffs, New Jersey: Prentice-Hall.
Garnett, P. J., & Treagust, D. F. (1992). Conceptual difficulties experienced by senior high school students of electrochemistry: electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29(10), 1079-1099.
Gilber, J. K., Osborne, R. L., & Fensham, P. L. (1982). Children’s science and it’s consequence for teaching. Science Education, 66(4), 632-633.
Gilbert, J. K., Watts, M., & Osborne, R. J. (1985). Eliciting student views using an interview-about-instances technique. In L. H. T. West, & A. L. Pines (Eds.), Cognitive structure and conceptual change. New York: Academic Press.
Ginsburg, H. P., & Opper, S. (1988). Piaget's theory of intellectual development (3rd ed.). Englewood Cliffs, New Jersey: Prentice-Hall.
Grayson, Diane J.; Anderson, Trevor R.; Crossley, L. Gail (2001). A Four-Level Framework for Identifying and Classifying Student Conceptual and Reasoning Difficulties. International Journal of Science Education, 23(6), 611-622.
Griffiths, A. K., & Preston, K. R. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628.
Gunstone, R. F. (1988). Learners in science education. In P. Fensham (Ed.), Development and dilemmas in science education (73-95). London: The Falmer Press.
Haidar, A. H. (1997). Prospective chemistry teachers’ conceptions of conservation of matter and related concepts. Journal of Research in Science Teaching, 34(2), 181-197.
Haslam, F., & Treagust, D. F. (1987).Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), 203-211.
Hebrank, M. R. (1997). Reduce confusion about diffusion. American Biology Teacher, 59(3), 160-163.
Herron, J. D. (1978). Piaget in the classroom: guidelines for applications. Journal of Chemical Education, 55(3), 165-170.
Hesse, J. J., & Anderson C. W. (1992). Students’ conceptions of chemical chang. Journal of Research in Science Teaching, 29(3), 277-299.
Johnson, P. (1998a). Progression in children's understanding of a ‘basic’ particle theory: a longitudinal study. International Journal of Science Education, 20(4), 393-412.
Johnson, P. (1998b). Children's understanding of changes of state involving the gas state, Pant 1: Boiling water and the particle theory. International Journal of Science Education, 20(5), 567-584.
Johnson, P. (1998c). Children's understanding of changes of state involving the gas state, Part 2: Evaporation and condensation below boiling point. International Journal of Science Education, 20(6), 695-710.
Johnson, P. (2000). Children’s understanding of substances, part 1: recognizing chemical change. International Journal of Science Education, 22(7), 719-737.
Lamg, H. R.., McBeath, A., & Hebert, J. (1995). Teaching strategies and methods for student-centered instruction. New York: Harcourt Brace & Company Canada, Ltd.
Lawson, A. E., & Renner, J. W. (1975). Relationships of science subject matter and development levels of learners. Journal of Research in Science Education, 12(4), 347-358.
Lawson, A. E., Baker, W. P., DiDonato, L., Verdi, M. P., & Johnson, M. A. (1993). The role of hypothetic-deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30(9), 1072-1085.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249-270.
Longden, K., Black, P.,& Solomon, J. (1991). Children’s interpretation of dissolving. International Journal of Science Education, 13(1), 59-68.
Millar, R. (1989). Constructive criticism. International Journal of Science Education, 11(5), 587-596.
Millar, R. (1990). Making sense: What use are particle ideas to children? In P. L. Lijnse, P. Licht, W. de Voss, & A. J. Waarlo (Eds.) Relating macroscopic phenomena to microscopic particles. Utrecht, The Netherlands: University of Utrecht.
Milne, R. W. (1999). Animating reactions: A low-cost activity for particle conceptualization at the secondary level. Journal of Chemical Education, 76(1), 50-51.
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (1998). Teaching science for understanding: a human constructivist view. San Diego, CA: Academic Press.
Mitchell, A. C., & Kellington, S. H. (1982). Learning difficulties associated with the particulate theory of matter in the Scottish integrated science course. European Journal of Science Education, 4(4), 429-440.
Noh, T., & Scharmann, L. C. (1997). Instruction influence of a molecular-level pictorial presentation of matter on students’ conceptions and problem-solving ability. Journal of Research in Science Teaching, 34(2), 199-217.
Novak, J. D. (1977). An Alternative to Piagetian Psychology for Science and Mathematics Education. Science Education, 61(4), 453-477.
Novak, J. D., Gowin, D. B. & Johansen, G. T. (1983). The use of concept mapping and knowledge vee mapping with junior high school science students. Science Education, 67(5), 625-645.
Novick, S., & Nussbaum, J. (1978). Junior high school pupils’ understanding of the particulate nature of matter: An interview study. Science Education, 62(3), 273-281.
Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter: a cross-age study. Science Education, 65(2), 187-196.
Osborne, R., & Gilbert, J. (1980). A technique for exploring students’ views of the world. Physics Education, 50(6), 376-379.
Pardhan, H., & Bano, Y. (2001). Science teachers' alternate conceptions about direct-currents. International Journal of Science Education, 23(3), 301-318.
Phillips, J. L. (1981). Piaget's theory: a primer. San Francisco: W. H. Freeman.
Piaget, J., & Inhelder, B. (1969). The psychology of the child. Trans. H. Weaver, New York: Basic Books.
Piaget, J., & Inhelder, B. (1974). The child’s construction of quantities: conservation and atomism. London: Routledge & Kegan Paul.
Resnick, L. B. (1983). Mathematics and Science Learning: A New Conception. Science, 29(4), 477-478.
Rogan, J. M. (1988). Development of a conceptual framework of heat. Science Education, 72(1), 101-113.
Sanger, M. J. (2000). Using particulate drawings to determine and improve students’ conceptions of pure substances and mixtures. Journal of Chemical Education, 77(6), 762-766.
Sanger, M. J., & Greenbowe, T.J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22(5), 521-537.
Sanger, M. J., Phelps, A. J., & Fienhold, J. (2000). Using a computer animation to improve students' conceptual understanding of a can-crushing demonstration. Journal of Chemical Education, 77(11), 1517-1520.
Schollum, B. (1981). Chemical Change. Learning in Science Project. New Zealand: University of Waikato. (ERIC Document Reproduction Service No. ED236010)
Selley, N. J. (1981). Children’s views and classroom experiences. Australian Science Teachers Journal, 27(3), 33-37.
Shayer, M., & Adey, P. (1981). Towards a science of science teaching: cognitive development and curriculum demand. London: Heinemann Educational Books.
Singer, D. G., & Revenson, T. A. (1978). A Piaget primer: how a child thinks. New York: New American Library.
Solomonidou, C., & Stavridou, H. (2000). From inert object to chemical substance: Students’ initial conceptions and conceptual development during an introductory experimental chemistry sequence. Science Education, 84(3), 382-400.
Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of the chemical concept during secondary education. International Journal of Science Education, 20(2), 205-221.
Stavy, R. (1988). Children’s conception of gas. International Journal of Science Education, 10(5), 553-560.
Stavy, R. (1990a). Children’s conception of changes in the state of matter: from liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247-266.
Stavy, R. (1990b). Pupil’s problems in understanding conservation of matter. International Journal of Science Education, 12(5), 501-512.
Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28(4), 305-313.
Tasi, C. C. (1998). An analysis of Taiwanese eight graders’ science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory. International Journal of Science Education, 20(4), 413-425.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169.
Treagust, D. F. (1995). Diagnostic assessment of students’ science knowledge. In S. M. Glynn (Ed.), Learning science in the schools: research reforming practice (327-345). New Jersey: Lawrence Erlbaum Associates.
Tytler, R. (1998a). The nature of students’ informal science conceptions. International Journal of Science Education, 20(8), 901-927.
Tytler, R. (1998b). children’s conceptions of air pressure: exploring the nature of conceptual chang. International Journal of Science Education, 20(8), 929-958.
Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 3(2), 171-182.
White, R. T. (1988). Learning science. New York: Basil Blackwell Inc.
Yarroch, W. L. (1985). Student understanding of chemical equation balancing. Journal of Research in Science Teaching, 22(5), 449-459.
Zoller, U. (1990). Students’ misunderstanding amd misconceptions in college freshman chemistry (General and Organic). Journal of Research in Science Teaching, 27(10), 1053-1065.