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研究生: 呂志峰
Chih-Feng Lu
論文名稱: 中學生月相盈虧相關迷思概念類型與概念改變過程之探討
指導教授: 許瑛玿
Hsu, Ying-Shao
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: 2008
畢業學年度: 96
語文別: 中文
論文頁數: 114
中文關鍵詞: 迷思概念月相概念改變中學生
論文種類: 學術論文
相關次數: 點閱:175下載:13
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  • 學生在進行學習之前,具有的前備知識(prior knowledge),因受限於本身經驗與個別推論,有別於專家所持有的科學概念 (Osborne & Gilbert, 1980)。學生所發展出來的概念是不完整,甚至是不正確的,此稱為迷思概念(Driver & Easley, 1978; Clark & Peterson, 1986)。這些概念很難藉由學習加以改變,往往形成學習的絆腳石,阻礙學習的進行(Vosniadou &Brewer, 1992)。
    為了有效改變學生所具有的迷思概念,許多的教學策略被提出來以促進學生進行概念改變(何玉婷, 2005)。諸多促進概念改變的教學策略裡,常見的認知衝突策略是使用異例(anomaly)、類比(Duit, 1991; Gentner, 1998)、電腦模擬教學以及TEL model課程設計模式(Hsu, Ying-Shao, Wu, Hsin-Kai & Hwang, Fu-Kwun, 2008)。本研究以彰化縣某國中二年級兩個常態班級的學生為研究對象,試圖探討國中二年級學生在進行「月相盈虧成因課程」前後概念改變情形,並了解不同空間能力的學生概念改變的差異情形。
    首先,研究者以「月相盈虧成因診斷測驗」分析國中二年級學生在進行課程前所具有的月相盈虧成因迷思概念,並在課程後測探討「月相盈虧成因課程」對學生學習月相盈虧成因概念改變的情形。
    研究獲得以下結果:
    1. 學習前學生的概念模式有七種。科學模式解釋月相盈虧成因的學習者有5位;在迷思概念類型中有9位以月食的模式來解釋月相盈虧成因,而有10位同學以位置模式解釋月相盈虧成因,最後有4位以混合模式解釋月相盈虧成因。
    2. 學生在教學後較多人呈現出部份或完整的科學概念。
    3. 學生在經過課程之後仍持有迷思概念,其中月食模式的學生最多(3位)。
    4. 高、低空間能力學生在經過月相盈虧課程之後概念有顯著改變,顯示課程教材對高、低空間能力學生獲得較顯著的成效。

    謝誌 II 摘要 III 目次 IV 附錄目次 V 表次 VI 圖次 VIII 第一章 緒論 第一節 研究動機與背景……………………………………………………..1 第二節 研究目的……………………………………………………………..3 第三節 研究問題……………………………………………………………..3 第四節 研究的重要性………………………………………………………..4 第五節 名詞釋義……………………………………………………………..4 第二章 文獻探討 第一節 迷思概念……………………………………………………………..6 第二節 概念改變與教學策略……………………………………………….16 第三節 空間能力的研究……………………………………………………..27 第三章 研究方法 第一節 研究對象……………………………………………………………..28 第二節 研究設計與流程……………………………………………………..29 第三節 研究工具……………………………………………………………..32 第四節 資料分析……………………………………………………………..42 第五節 研究範圍與限制……………………………………………………..49 第四章 研究結果與討論 第一節 學生學習前的月相盈虧成因概念類型……………………………..50 第二節 學生學習前後概念類型轉變………………………………………..59 第三節 學生概念改變分析與個案探討………………………………….….62 第四節 空間能力對學生概念學習的影響…………………………………..72 第五章 結論與建議 第一節 綜合討論……………………………………………….……………75 第二節 建議與未來研究方向……………………………………………….79 附錄一 月相盈虧成因診斷測驗…………………………………………………99 附錄二 月相盈虧成因課程動畫、模擬實驗之內容與引導問題……………105 附錄三 情境問題………………………………………………………………111 附錄四 晤談問題………………………………………………………………113 表次 表 2.1.1 Piaget的認知發展時期……………………………………………7 表 2.1.2 九年一貫課程綱要月相相關能力指標……………………………11 表 2.1.3 月相相關研究與重要發現…………………………………………12 表 2.1.4 月相盈虧相關迷思概念內容………………………………………13 表 2.1.5 月相盈虧成因心智模式……………………………………………14 表 2.1.6 月相盈虧成因概念解釋模式………………………………………15 表 2.2.1 概念改變四條件與對應策略………………………………………16 表 2.2.2 Thagard(1992)的概念改變階層理論…………………………19 表 2.2.3 概念改變理論整理…………………………………………………23 表 2.2.4 TEL 模式內容對應表……………………………………………26 表 3.1.1 研究對象一覽表……………………………………………………28 表 3.3.1 九年一貫課程綱要月相相關概念…………………………………32 表 3.3.2 教科書月相相關概念分析表………………………………………35 表 3.3.3 課程內容設計與TEL教學模式對應表……………………………36 表 3.3.4 模擬實驗動畫………………………………………………………38 表 3.3.5 月相盈虧成因課程教學流程………………………………………38 表 3.3.6 月相盈虧診斷測驗雙向明細表……………………………………40 表 3.3.7 學生前後測概念類型與特性………………………………………41 表 3.4.1 資料分析方法………………………………………………………42 表 4.1.1 前測診斷測驗概念類型人次表……………………………………51 表 4.1.2 學生前測概念類型與人次表………………………………………58 表 4.2.1 學生前後測概念類型與人次表……………………………………59 表 4.2.2 學生前後測概念類型分類表………………………………………61 表 4.3.1 前後測概念類型改變人次表………………………………………64 表 4.4.1 空間能力分組表……………………………………………………72 表 4.4.2 高度空間能力分組前後測概念類型分類表………………………72 表 4.4.3 中度空間能力分組前後測概念類型分類表………………………73 表 4.4.4 低空間能力分組前後測概念類型分類表…………………………74 圖次 圖 2.2.1 本體樹的組織架構…………………………………………………20 圖 2.2.2 本體內與跨本體類別的概念改變示意圖…………………………21 圖 2.2.3 Vosniadou(1994)的認知架構理論……………………………22 圖 2.2.4 類比橋實例設計……………………………………………………25 圖 3.2.1 研究流程圖...……………………………………………………30 圖 3.3.1 南一版 月相示意圖………………………………………………33 圖 3.3.2 康軒版 月相示意圖………………………………………………34 圖 3.3.3 光復版 月相示意圖………………………………………………34 圖 4.1.1 月形變化正確圖示…………………………………………………52 圖 4-1.2 編號20205的學生第二題回答內容………………………………53 圖 4-1.3 編號20205的學生第八題回答內容………………………………53 圖 4.1.4 編號20203的學生第二題回答內容………………………………53 圖 4.1.5 編號20233的學生第二題回答內容………………………………54 圖 4.1.6 編號20211的學生第二題回答內容………………………………55 圖 4-1.7 編號20211的學生第八題回答內容………………………………55 圖 4.1.8 編號20208的學生第八題回答內容………………………………56 圖 4.1.9 編號20505的學生第二題回答內容………………………………57 圖 4.1.10 編號20505的學生第二題回答內容………………………………57 圖 4.2.1 學生教學前後概念改變累積人次圖………………………………60 圖 4.3.1 學生前後測概念改變變化圖………………………………………63 圖 4.3.2 編號202029的學生前測答案……………………………………65 圖 4.3.3 編號202029的學生後測答案……………………………………65 圖 4.3.4 編號202028學生的前測答案……………………………………66 圖 4.3.5 編號202028學生的後測答案……………………………………66 圖 4.3.6 編號202004學生的前測答案……………………………………67 圖 4.3.7 編號202004學生的後測答案……………………………………67 圖 4.3.8 編號205008學生的前測答案……………………………………68 圖 4.3.9 編號205008學生的後測答案……………………………………68 圖 4.3.10 編號 202020的前測答案…………………………………………69 圖 4.3.11 編號 202020的後測答案…………………………………………69 圖 4.3.12 編號 202026的前測答案…………………………………………70 圖 4.3.13 編號 202026的後測答案…………………………………………70 圖 4.3.14 編號 202016學生的前測答案……………………………………71 圖 4.3.15 編號 202016學生的後測答案……………………………………71

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