工科學生化學平衡特性解釋之內容分析探究

A Study of Content Analysis for Engineering Students' Explanation of Chemical Equilibrium Properties

蘇金豆(King-Dow Su)

《工程與科技教育學術研討會論文集》 第四屆 (2015/05) Pp. 59-66

https://doi.org/10.6571/CETE.2015.04.06

摘要

本研究之目的旨在應用內容分析法，就三階診斷試題中學生的回應緣由進行分析，頗析學生以分子層次解釋化學平衡中物質的狀態、溫度、壓力和體積等之概念理解。研究對象來自校內外四技工科選修普通化學之四系學生共188人做為施測對象。因此，統計分析結果敘述如下四點：（1）本研究發展之三階診斷工具具備高的品質；（2）學生涉及分子微粒的解釋更易產生迷思概念或另有概念，因而導致成就測驗結果偏低；（3）學生選擇的科學概念答案多數無法提供化學平衡粒子行為的概念解釋；（4）學生選擇的不正確答案部分推論出不正確的化學平衡粒子行為。透過內容分析發現學生對更高層次的概念問題回答時出現瓶頸，往往是來自微粒特性化學概念層次的解釋。

關鍵字

內容分析法 ； 三階診斷試題 ； 分子層次 ； 化學平衡 ； 工科學生

並列摘要

The purposes of this study focused on the application of content analysis method. To analysis and understand the conceptive responses of molecular level which could interpret the states of matter, temperature, pressure and volume for students by three-tier diagnostic instrument in chemistry equilibrium. All 188 participants were surveyed in this study that took general chemistry courses and recruited from college engineering students of four different departments and universities. Accordingly, this research accounted for four required static results: (1) to develop a three-tier diagnostic tool with high quality; (2) to reveal low achievement tests by misconceptions or alternations as students' explanation of molecular particulate; (3) to choice the answers of scientific conceptions that students didn't provide the reasons of particulate behavior; (4) to deduce the incorrect reasons of particulate behavior answering from incorrect responses. This study discovered bottle neck of the problem-solving for advanced conceptions from the explanation in chemistry nature of particulate behavior by content analysis.

並列關鍵字

Content analysis method ； Three-tier diagnostic instrument ； Molecular level ； Chemistry equilibrium ； Engineering students