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研究生: 吳紀蓉
Joanne Woo
論文名稱: 「表達」在「抽象科學概念學習」上的教學功能
指導教授: 陳文典
學位類別: 碩士
Master
系所名稱: 物理學系
Department of Physics
論文出版年: 2005
畢業學年度: 94
語文別: 中文
論文頁數: 101
中文關鍵詞: 科學寫作表達課堂討論概念形成
英文關鍵詞: writing-to-learn, presentation, classroom discussion, concept formation
論文種類: 學術論文
相關次數: 點閱:163下載:19
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  • 摘要
    科學概念具有抽象、微觀之特性,故被認為比一般概念不易學習。
    在幫助學生建構科學概念時,教師常運用各種方式傳達概念,但唯有透過
    學生的表達回饋,才能了解學生心中所建構。然而課堂討論及寫作活動,
    因較費時,常在課程時間限制之下被省略。本研究的目的在於探究學生
    「表達」如何促進「抽象科學概念」之學習。首先設計「提高學生表達
    機會」的教材,再以「知識及概念的獲得」、「知識及概念的整合應用能力」
    及「表達能力」三方面評量學生所作的書面表達,並配合課堂中所紀錄之
    學生「參與課堂討論紀錄表」,分析表達在抽象科學概念學習上的功能。
    研究結果包含:(1)學生的表達回饋具體呈現了心中所建構。對教師而言,
    可完整了解學生並作指導。對學生而言,可以將其心智模型與概念模型作
    對照,進而自我修正。(2)學生在設法以「自己的話」說(寫)出來的過程
    中,促使抽象科學概念具體化。(3)課堂討論可發揮「合作學習」的功能。
    藉著事先設計的討論主題、教師在討論時的主持、教師即時的正增強以
    及先進行小組討論,再進行全班性討論可以提高效率。(4)寫作作業要求
    較嚴謹,降低了另有概念、迷思概念形成的可能性。(5)必須配合其他
    穩固知識概念的教學策略,才能明顯提昇學生的學習成就表現(如:定期
    考查等)。

    Abstract
    Science concepts are often regarded as ,“hard to learn”
    because of the abstract and microscopic characteristics.
    Teachers often use many ways to transmit science concepts
    to help students understand , but the only way to understand what has been constructed by the students is to let them express or
    voice out what are in their minds. Often because of the limitation of time within a class period , chances for students to discuss and
    to do writing activities are scarce. The purpose of this study is
    to learn more about “the enhancement of the comprehension of
    abstract science concepts by giving students more chance to
    express”.This study began with a planned teaching material which
    could give students more classroom discussion opportunities and
    writing –to-learn activities. Then the teacher analyzed the
    feedback from the students and gave grades from three aspects :
    “the knowledge and concepts acquired “ , “the ability to structure
    and to apply”, and “the ability to express accurately”. And along
    with the notes taken during class of the students’ participations,
    this study analyzed the facilitative functions of classroom
    discussions and writing-to-learn strategies in the learning of
    science. Results of this study includes: (1)What students
    presented, either orally or written, concretely represented
    what students have had in mind. Thus, teachers could give
    instructions right away and students could compare the differences
    between “the conceptual model” and their own “mental models”.
    (2)During the process of which students tried to state what’re
    in their minds in their own words, enhanced the comprehension of
    abstract science concepts. (3)Classroom discussions accomplished
    the function of cooperative learning. Classroom discussions planned
    and guided by the teacher, small group discussion followed by a whole
    class discussion, and positive reinforcement given from the teacher
    made teaching more effective. (4)Written presentation were asked
    to be completed precisely,therefore, lowered the possibility of the
    formation of misconceptions or alternative concepts. (5)For higher
    academic achievement (such as performances on summative exams ),
    other strategies should be used also to make learned concepts firmly
    kept in mind.

    目錄 中文摘要………………………………………………………………. I 英文摘要……………………………………………………………… II 第一章 緒 論 第一節 研究背景與動機 ……………………………………… 1 第二節 研究目的與待答問題 ………………………………… 5 第三節 名詞釋義 ……………………………………………… 6 第二章 文獻探討 第一節 概念的形成 …………………………………………… 7 第二節 科學概念的形成 ……………………………………… 14 第三節 表達與抽象科學概念的學習 ………………………… 24 一、課堂口語討論 ………………………………………… 30 二、寫作促進學習的意涵 ………………………………… 34 第四節 表達與青少年的認知發展 …………………………… 40 第三章 研究方法與研究對象 第一節 研究流程 ……………………………………………… 44 第二節 研究對象 ……………………………………………… 47 第三節 研究工具設計 ………………………………………… 48 第四章 資料整理與分析 第一節 資料整理方法 ………………………………………… 59 第二節 資料分析 ……………………………………………… 61 第五章 結果與討論 ……………………………………………… 75 第六章 結論與建議 ……………………………………………… 81 參考文獻 …………………………………………………………… 83 附錄 A-1 「單元寫作階段性評量」題目 …………………………… 86 A-2 「單元寫作階段性評量」 各題目所需概念及評分項目 ……………………………… 92 B 學生「單元重點寫作」作品範例 ………………………… 95 C 教材摘錄 …………………………………………………… 98

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