研究生: |
陳明鈺 Ming-Yu Chen |
---|---|
論文名稱: |
國中生循環系統概念改變之研究-雙重情境學習模式(DSLM)的影響 The Research on the Conceptual Change of Human Circulatory System in Junior Students:the Effects with Dual Situated Learning Model |
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: | 2007 |
畢業學年度: | 95 |
語文別: | 中文 |
論文頁數: | 182 |
中文關鍵詞: | 循環系統 、雙重情境學習模式 、概念改變 |
英文關鍵詞: | human circulatory system, Dual Situated Learning Model, conceptual change |
論文種類: | 學術論文 |
相關次數: | 點閱:178 下載:23 |
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 |
本研究以「雙重情境學習模式」為基礎,發展循環系統概念改變教學。探討雙重情境學習模式與傳統講述教學在循環系統概念診斷測驗之差異。同時進行半結構式晤談並結合概念改變教學歷程事件分析,以深入瞭解學生循環系統概念的建構與改變情形。研究採用準實驗研究法,研究對象為六班國中一年級學生,分別為三班實驗組89人,以雙重情境學習模式教學;三班對照組91人,施以傳統講述教學。
循環系統概念診斷測驗結果顯示:實驗組與對照組概念改變成效與維持度皆良好,然實驗組之概念改變成效與維持度仍顯著優於對照組,且實驗組學生於學習後仍持續進步!概念改變教學歷程事件的分析結果為各單元概念建構成功的比例約為50%~90%。半結構式晤談則為:實驗組各項之「正確概念分數」大於對照組,且所有問題的「正確概念分數」在後測均大於前測,延宕測均大於後測,表示實驗組學生在教學後,都能成功達到概念改變並持續進行概念轉移,且效果優於對照組。
依本研究結果,對未來教師教學、師資培育、教科書編寫及研究方向提出建議。
Based on the theories of Dual Situated Learning Model (DSLM), this research is primed on modifying the introduction methods of “human circulatory system” for junior high school students. The purpose of this study is to investigate the difference between DSLM and conventional methods through the Biology Concept Diagnostic Instrument (BCDI). In addition, the experimental group’s conceptual change was analyzed from the data collected in the process of learning events as well as in the pre-, post- and retention semi-structured interviews. This study adopted a quasi-experimental design. Six seventh-grade classes were recruited, 3 classes (a total of 89 students) served as the experimental group under the DSLM system, the remaining 3 classes (a total of 91 students) served as the control group under the conventional system.
The results from the analysis of the Biology Concept Diagnostic Instrument indicated that both groups experienced a successful conceptual change and improvement after the learning events. However, the effects of the experimental group were significantly better. They also showed continuous progress afterwards. Moreover, from the analysis of the conceptual change learning events indicated that the average rate of successful conceptual change ranged from 50 to 90 percent for most of the events. Finally, from the analysis of the semi-structured interviews indicated that the experimental group students had significant improvements in the scores of correct conceptions in most questions. Besides, the scores of correct conceptions of the experimental group were best in the retention-interview, followed by post-interview, then pre-interview. Hence, this highly suggested that experimental group students could achieve a successful conceptual change after undergoing education. Furthermore, it was expected that they will improve continuously.
Suggestions to future teaching methods, teacher education, textbook editing, and research plans were also presented according to this study results.
中文部份:
石曉芳(2005)。科學推理結合雙重情境學習模式課程對國中生遺傳概念重建與推理能力提昇之影響。國立交通大學理學院網路學習專班碩士論文。
李錦坤(2005)。網路化科學推理學習對國小學生燃燒概念重建與推理能力提昇之影響。國立交通大學理學院網路學習專班碩士論文。
林振霖(1993)。我國學生分子概念發展與診斷教學的研究:(二)我國學生的分子概念發展的研究。彰化師範大學學報,4,337-398。
許朝貴和耿正屏(1995)。國一學生理解人體血液循環路徑的困難分析。科學教育,6,1-26。
邱美虹(2000)。概念改變研究的省思與啟示。科學教育學刊,8(1),1-34。
邱耀德和耿正屏(1994)。國二學生之人體循環系統另有架構的探究。科學教育,5,53-73。
唐小媛(2003)。國中生『動物生殖』另有概念的成因分析及概念轉變教學法的研究。國立交通大學理學院網路學習專班碩士論文。
郭重吉(1992)。從建構主義的觀點探討中、小學數理教學的改進。科學發展月刊,20(5),548-570。
陳瑞鴻、耿正屏和黃世傑(1992)。國中學生對生物體內物質運輸概念的發展。科學教育,3,125-148。
莊崑泉和耿正屏(1995)。國中生物運輸單元試行學習環教學之研究。科學教育(彰化師大),5,27-50。
黃台珠(民73)。概念的研究及其意義。科學教育月刊,66,44-56。
黃柏蒼(2003)。國一學生學習人體循環系統單元基模建構之探討。高雄市:國立高雄師範大學科學教育研究所碩士論文
劉俊庚(2002)。迷思概念與概念改變教學策略之文獻分析-以概念構圖和後設分析模式探討其意涵與影響。國立台灣師範大學科學教育研究所碩士論文。
楊涵瑜(2004)。心像能力影響血液循環概念學習之研究,國立高雄師範大學科學教育研究所
蔡佩貞(2003)。改進圖形與提問對六年級學生學習人體血液循環之影響。國立嘉義大學國民教育研究所碩士論文。
劉寶元(2003)。國一學生人體血液循環概念之心智模式精練的探討。國立高雄師範大學科學教育研究所碩士論文。
鄭湧涇(2001)。國一學生生物概念學習之研究(三)。(國科會專案報告,計畫編號:NSC89-2511-S-003-097)
賴明照(2004)。國小高年級學童槓桿迷思概念之研究。台中師範學院自然科學教育學系碩士論文。
鍾聖校(1994)。對科學教育錯誤概念研究之省思。教育研究資訊:第2卷,第3期,89-110。
西文部份:
Arnaudin, M. W., & Mintzes, J. J. (1985).Students’ alterative conceptions of the human circulatory system : a cross-age study. Science Education , 69(5), 721-733.
Ausubel, D.P.(1968). Educational Psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Braund, M. (1991). Children’s ideas in classifying animals. Journal of Biological Education, 25(2), 102-110.
Catherall, R.W. (1982). Childrens’ Beliefs about the human circulatory system: An aid for teachers regarding the role intuitive beliefs play in the development of formal concepts in 7-14-year olds . Unpublished manuscript.ED:223459.
Chi, M, T. H. (1991). Learning in a non-physical science domain: The human circulatory system. Unpublished manuscript.ED:342629
Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Implications for learning and discovery in science. In. Giere R (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (pp.129-186). Minneapolis: University of Minnesota Press.
Chi, M. T. H., deLeew, N., Chiu, M. H., & Lavancher, C. (1994). Eliciting self-explanations improves understanding, Cognitive science, 18, 439-477
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of educational research, 63(1), 1-49.
Drive, R. (1981). Pupils’ alternative frameworks in science. European Journal of science Education, 3(1), 251-257.
Driver,R. (1985):Beyond appearance:the conversation of matter. In R.Drivr,E.Guesne, & A. Tiberghein(Eds.),Children’s ideas of science pp.145-169。Milton Keynes:Open University Press。
Driver, R. & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
Finley, F. D (1982),Teacher’s perceptions of important and difficult science content. Science Education, 66(4),531-538 Duit, R. (1991). Student’s conceptual frameworks: Consequence for learning science. In. Glynn S. M , Yeany R. H., & Britton B. K. (Eds.), The psychology of learning science (pp.65-85). New Jersey: Lawrence Erlbaum associates.
Hashwen, M. (1988). Descriptive studies of students’ conceptions in science. Journal of Research in science Teaching, 25(2), 121-134.
Head,J.(1986):Research into ‘alternative frameworks’: promise and problems. Research in Science & Technological Education,4(2),203-211。
Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in science Education, 20(8), 731-743.
Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623-633.
Gilbert, J. K., & Watts K. M. (1983). Concepts, misconception and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61-98.
Glynn,S.M.,Yeany,R.H.,& Britton,B.K.(1991):The Psychology of Learning Science,Hillsdale,NJ:Lawrence Erlbaum Associates.
Lawson A. E., & Renner, J. W. (1975). Piagetian theory and biology teaching. American Biology Teacher, 37(6), 336-343.
Lawson, A., & Abraham, M. R., (1986). A theory of instruction: Using the learning cycle to teach science concept & thinking skills. NARST Monograph, no.1.
Novak, J. D. (1977). A Theory of Education. Ithaca, NY: Cornell University Press
Novak, J. D. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101.
Osborne,R.J.,Bell,B.F. & Gilbert,J.K.(1983):Science teaching and children,s views of the world. European Journal of Science Education,5(1),1-14。
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
She, H. C. (2002). Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: a study of air pressure and buoyancy. International journal of science education, 24(9), 981-996
She, H. C. (2003). DSLM Instructional Approach to Conceptual Change Involving Thermal Expansion. Research in Science and Technological Education, 21(1), 43-54.
She, H. C. (2004a). Fostering Radical Conceptual Change through Dual-Situated Learning Model. Journal of Research in Science Teaching, 41(2), 142-164
She, H.C. (2004b). Facilitating changes in ninth grade students’ understanding of dissolution and diffusion through DSLM instruction. Research in science education, 34, 503-525
Sungur, S., Tekkaya, C., & Geban, O. (2001). The contribution of conceptual change texts accompanied by concept maping to students’ understanding of the human circulatory system. School science and mathematics, 101(2), 91-102.
Tsai, C.C. (2000). Enhancing science instruction: The use of ‘conflict maps’. International Journal of Science Education, 22, 285-302.
Tang, H. Y., She, H. C., & Lee, Y. M. (2005a). Investigating Middle School Students’ Alternative Conceptions and the Corresponding Sources Involving Animal Reproduction. Paper presented for the National Association for Research in Science Teaching 2005 World Conference, Dallas, Texas.
Thagard, P. (1992). Conceptual Revolutions. Princeton, NJ: Princeton University Press.
Vosniadou, S., & Brewer, W. F. (1987). Theories of knowledge restructuring in
development. Review of educational research, 57, 51-67.
Wanderse, J. H., Mintzes, J. J. & Novak, J. D. (1994). Research on alternative conceptions in science. In D. L. Gabel (eds.), Handbook of research on science teaching and learning. NY: Macmillan.