水平面概念與水平面高度測量概念發展的相關性研究

A Developmental Study of Students' Conceptions of Height and Horizontality in the Water-Line Problem

黃湘武(Hsiang-Wu Huang)

《科學教育學刊》 8卷2期 (2000/06) Pp. 157-177

https://doi.org/10.6173/CJSE.2000.0802.03

摘要

This was a correlational study of the development of students' conceptions of water-line horizontality and water-line height measurement. It was found that the conception of correct water-line height measurement was equivalent to the mental ability of constructing an external reference frame and, thus, was a necessary condition for the conceptual development of water-line horizontality. Of the 954 students who demonstrated a correct conception of horizontality, as much as 97% demonstrated a correct conception of height measurement. We also found that a correct conception of height measurement was not a sufficient condition for a correct conception of horizontality. Of the 1681 students who demonstrated a correct conception of height measurement, only about 55% of demonstrated a correct conception of horizontality. This insufficiency explained the students' limited learning in any activity. The ration of students who first developed the correct conception of height measurement to those who first developed a correct conception of horizontality was about 30 (p＜0.001). The data also indicated the type of incorrect height measurements peformed by students changed from problem to problem. These changes indicated that the process of choosing the type of height measurement in different problem involved different aspects of space construction. The conception of height measurement, or the construction ability. A group of 2400 elementary school, high school, and vocational school students comprised the sample. The study improved our understanding of students' conceptual development of space, and the results will be valuable for the design or diagnosing of additional learning activities.

關鍵字

水平面 ； 空間 ； 參考座標系 ； 成長 ； 概念 ； 皮亞傑

並列摘要

This was a correlational study of the development of students' conceptions of water-line horizontality and water-line height measurement. It was found that the conception of correct water-line height measurement was equivalent to the mental ability of constructing an external reference frame and, thus, was a necessary condition for the conceptual development of water-line horizontality. Of the 954 students who demonstrated a correct conception of horizontality, as much as 97% demonstrated a correct conception of height measurement. We also found that a correct conception of height measurement was not a sufficient condition for a correct conception of horizontality. Of the 1681 students who demonstrated a correct conception of height measurement, only about 55% of demonstrated a correct conception of horizontality. This insufficiency explained the students' limited learning in any activity. The ration of students who first developed the correct conception of height measurement to those who first developed a correct conception of horizontality was about 30 (p＜0.001). The data also indicated the type of incorrect height measurements peformed by students changed from problem to problem. These changes indicated that the process of choosing the type of height measurement in different problem involved different aspects of space construction. The conception of height measurement, or the construction ability. A group of 2400 elementary school, high school, and vocational school students comprised the sample. The study improved our understanding of students' conceptual development of space, and the results will be valuable for the design or diagnosing of additional learning activities.

並列關鍵字

water level, space ； reference frame, development, concept, Piaget