以知識管理體系探討教學上迷思概念之產生與因應－以國民小學自然科之電路學為例

隨著時代的轉變，知識已成為人類社會最重要的生產動力，而知識管理的理論與實務也逐漸為大家所重視。在新的教育理念和教學方式的衝擊下，知識管理提供了學科教育一個新的方向，若有效地應用，將能提升教學品質，並促進學習成效。本研究除了探討知識管理在學校教育的應用外，將嘗試以知識管理體系為架構，來協助解決教學上所產生的迷思概念問題。研究者以國小自然科之電路學為例，將文獻中的電路學概念綜整歸納，提出電路學迷思概念之認知架構，進而以知識管理體系的三大層面，針對形成迷思概念的原因進行研析，再透過專家與使用者訪談，以提出因應迷思概念的建議。本研究期望應用知識管理來解決教學上的問題，以達成教學目標及良好的學習成效。

關鍵字

知識管理；迷思概念；電路學；國民小學

並列摘要

Along with the coming of information age, knowledge has become the most important competitive advantage for the human society, and the theory and practice of knowledge management are getting more important for an organization to develop. In addition to introducing the application of knowledge management to the education field, this study explores the topic of misconception from the perspective of knowledge management. Taking the learning of electricity in an elementary education as an example, the researchers inquire the causes of misconceptions and provide suggestions to resolve these problems based upon of the three layers of a knowledge management system. This is the researchers' hope that the results of this study would help to achieve the preset instructional goal and to get more successful learning outcomes.

並列關鍵字

Knowledge Management ； Misconception ； Electricity ； Elementary Education

參考文獻

梁朝雲、楊蘊哲(2002)。組織知識的分享歷程。教育資料與固書館學。39(4)

Alexander, R.R.(1981).The evaluation of naturalistic, qualitative, contextualist, constructivist inquiry in art education.Review of Research in Visual Arts Education.13

Google Scholar

Arnold, M.,Middle, W.(1987).Being constructive: An alternative approach to the teaching of introductory ideas in electricity.International Journal of' Science Education,.9(5)