國小學生密度概念之概念生態

A Study of Primary School Students' Conceptual Ecologies-"Density Concept" as a Example

陳振威(Chen-Wei Chen) ； 陳龍川(Long-Chuan Chen)

《物理教育》 3卷2期 (2000/07) Pp. 21-56

https://doi.org/10.6212/CPE.2000.0302.02

摘要

本研究主要是藉由密度／浮沈概念教學的教室觀察與訪談，探討學生的概念生態。內容包括：概念生態組成因子、概念生態組成因子間的關連性、密度／浮沈概念以及密度／浮沈概念與概念生態間的關連性。本研究是以Posner的「概念改變模型」理論為基礎，並且藉由Tyson等人的多向度的詮釋架構，探究學生概念生態組成因子以及各因子間的相關性；也就是從知識論、本體論與社會／情意三個向度來探究學生的概念生態。本研究是針對12位過小六年級學生進行三次訪談（單元教學前、中、後各一次），並於密度單元教學中作教室觀察與錄影。研究結果顯示，學生的概念生態組成因子是互相關連的，同時學生的概念生態也影響學生對於密度／浮沈概念的學習方式與學習成就；也就是說，學生學習科學的方式會因為他們的概念生態結構的不同而有所差異。因此教師對於學生概念生態的瞭解將會有助於科學概念的教學。

關鍵字

概念改變模型 ； 概念生態 ； 密度概念

並列摘要

This study represents an investigation of students' conceptual ecologies by probing and analyzing the students' classroom discourses and interview protocols about the concept of density/floating-sinking. This study aims on the components of students' conceptual ecologies, the inter-relationships between these components, concept of density/ floating- sinking, and the relationships between students' concept of density/floatin4sinking and their conceptual ecologies. For the need of analyzing the students' conceptual ecologies, a variety of dimensions have to be considered. Therefore this study adapts Posner's Conceptual Change Model and Tyson's Multidimensional Interpretive Framework, which includes epistemological, ontological and social/affective dimensions, as the theoretical framework to investigate students' conceptual ecologies. The research subjects are twelve six-graders. Data collected from three interviews arranged before, during and after the density unit was taught, and videotapes recorded while the unit was proceeding were analyzed. The research findings are stated as below: Eight components of students' conceptual ecologies are represented. Two relationships between components of students' conceptual ecologies are found. Six different concepts identified from the research subjects are attributed to objects' floating and sinking. Students' concepts of floating and sinking are related to students' conceptual ecologies. Recommendations for teaching science based on the research findings are further discussed. Suggestions for future research are also provide aimed to propose a prescriptive model for designing educational computer simulation systems used in science classroom. Based on modem learning theories and an expert model and an interface model as a whole, it was supposed to help students modifying their alternative conceptions while their learning of science.

並列關鍵字

Conceptual Change Model ； Conceptual Ecology ； Concept of Floating and Sinking