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| 研究生： |
劉嘉茹 ChiaJu- Liu |
|---|---|
| 論文名稱： |
以研究綱領與本體分類論的觀點探究概念改變機制之研究 |
| 指導教授： |
邱美虹
Chiu, Mei-Hung |
| 學位類別： |
博士 Doctor |
| 系所名稱： |
科學教育研究所 Graduate Institute of Science Education |
| 論文出版年： | 2000 |
| 畢業學年度： | 88 |
| 語文別： | 中文 |
| 論文頁數： | 339 |
| 中文關鍵詞： | 本體分類論 、硬核 、保護帶 、輔助假說 、概念改變 |
| 英文關鍵詞： | ontological categories, hard core, protective belt, auxiliary hypotheses, conceptual change |
| 論文種類： | 學術論文 |
| 相關次數： | 點閱：276 下載：66 |
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摘要
本研究旨在以Lakatos (1970)的研究綱領與Chi (1992)及Chi等人(1994)本體分類論的觀點探究概念改變的心智模式及機制，根據上述觀點研究者運用所發展的化學平衡迷思概念偵測工具(MCEPT)選取台北縣立某完全中學高三理組學生共172名中符合研究需求的三十位研究對象，進行概念連結圖活動、施測題組、相關概念活動、競爭概念活動用以證實概念改變心智模式與機制。
研究結果證實概念改變類型可歸類為下列兩個大類別：一、硬核結構已改變的概念改變模式：這種模式包含硬核及其概念系列的整個被取代、硬核中物質與過程概念主客易位的變動及將分離或混淆的硬核結構重新組織等情形，研究者將其視為困難的概念改變(hard conceptual change, HCC)。二、硬核結構未改變的概念改變模式：這種模式包含周旋在利用輔助假說保護硬核的思維之間或只是修正保護帶中的輔助假說，而硬核結構未改變的情形，這類型屬於輕微的概念改變(soft conceptual change, SCC)，在這兩大類別之下的其餘類型亦於實證中呈現，並進一步證實概念改變的的難度為IA-HCC>IB-HCC>IC-HCC。
經研究分析可以發現，本研究所設計的相關概念活動與競爭概念活動可以促進研究對象進行概念改變，故經過這兩個活動之後，研究對象呈現不同程度概念改變的類型，且活動後化學平衡概念表現明顯增加，其中競爭概念活動所提供的認知衝突較為強烈，可以催化對概念的重新詮釋、周邊理論改變與理論改變。基於這些活動可以發現具物質概念為主（連結較多過程概念）特質的概念與具有過程概念為主（連結較多物質概念）的概念特質不易進行概念改變，這部分與Chi認為物質本體類別內是弱的概念改變的結果不相同。
而不同類型的研究對象中，以物質迷思概念為主的研究對象多因對概念定義不清楚或是不瞭解物質概念與其它物質概念間的關係所造成，而以過程概念為主的研究對象多因不瞭解過程本體分類中限制為主的交互作用與事件本體次分類間的關係所造成，迷思概念物質及過程兩者兼具的研究對象為難以正確運用物質與過程概念所致。
在本體分類論的分析中可以發現在本體樹間之物質與過程概念次分類間的跨越是困難的，而於本體樹內之物質概念次分類發現簡單物質特質(SMP)的物質次分類與富含過程特質(RPP)的物質次分類間的跨越是困難的，本體樹內之過程概念次分類證實事件(EVENT)本體次分類與以限制為主的交互作用(CBI)次分類間的跨越是困難的。
本研究亦說明了對未來研究的建議、對科學課程與教學的建議與對科學教學的建議，概念改變是學習進步的重要過程，探究學習者學習概念時概念改變的機制，不但提供了個體在學習概念上的深層詮釋之外，更可以進一步提供認知心理學及科學教育工作上的應用。
Abstract
The purpose of this research was to adapt research programmers from Lakatos (1970) and Chi (1992) and Chi et al.’s (1994) conceptual change theory of ontological categories to analyze high school students’ mental models and mechanism of conceptual change in learning science. Based on the perspectives mentioned above, this research developed a probe test for examining students’ misconception of chemical equilibrium (MCEPT). Thirty students out of 172 12th grade students from a senior high school in Taipei County, who majored in natural science, were selected as the target subjects. Then, these subjects were conducted through concept association activity, established measurement questionnaire set, relativity concept activity, and competition concept activity.
The results of this study revealed that the conceptual change could be classified into two major categories: First, the hard core changed model: this model contained the following characteristics: 1. hard core and its conceptual series had been replaced entirely; 2. matter and process concepts of chemical equilibrium interchanged their positions, and 3. reorganizing structure of knowledge in the hard core. The researcher considered this type of model as hard conceptual change (HCC). Second, hard core unchanged model: this model has the following characteristics: 1.It contained surroundings that utilized the auxiliary hypotheses to protect hard core or only justified the auxiliary hypotheses of protective belt; 2. in the circumstance of unaltered hard core structure. This type of model was considered as soft conceptual change (SCC). Besides, these two major types of models, there are other models were varified in this study. The researcher found the difficulties of conceptual change were IA-HCC>IB-HCC>IC-HCC.
The results also revealed that both designs of related concept activity and competition concept activity could promote students’ conceptual change. In particular, competition concept activity was more effective to stimulate students to re-interprete concepts, and to guide their peripheral theory change. Based on these activities we found that the matter concept (connected more process concept) properties and the process concept (connected more matter concept) properties were not simply activated students’ conceptual change. The result shown here was inconsistent with Chi’s study in which she considered the ontological categories changes within a tree as weak conceptual change.
In regard to different classifications of target subjects, those who have the misconception of matter concepts were unclear about concept definitions or misunderstood the relationships between the matter concepts and the rest of matter concepts. In contrast, those who have the misconception of process concepts misunderstood about the relationships between the ontological categories with process attributes and sub-category in ontological categories. The target subjects of the misconception of both matter and process concepts showed difficulties in correctly applying the matter and process concepts.
In the analysis of ontological category, the study found the crossing between the sub-category of matter and process concepts to be difficult. The analysis of ontological category also showed the crossing between the matter concept’s sub-category’s Simple Maritialistic Properties’ (SMP) matter sub-category and Rich Processlistic Properties’ (RPP) matter sub-category to be difficult. The analysis of ontological category also showed the crossing between the process concept’s sub-category’s Event’s (EVENT) sub-category and Constrain Based Interaction’s (CBI) sub-category to be difficult.
Investigating mechanism process of individual conceptual change will uncover our understanding of students’ learning in science, and further to provide implications for cognitive psychology and science education. In this study, Implications and suggestions for science curriculum, science Instruction, and future research topics were also discussed.
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