國中學生數理科學習成就與體積守恆推理能力發展的相關研究

A Study on the Relationship between the Achievement of Science/Mathematics and the Conservation Ability of Volume

黃寶鈿(Bao-Tyan Hwang)

《化學》 46卷2期 (1988/06) Pp. 122-131

https://doi.org/10.6623/chem.1988021

摘要

近幾年來皮亞傑的認知發展理論在科學教育方面的相關研究頗受重視，而國內關於自然科學的學習成效與學生認知發展的關係之研究的相關資料並不多，因此，希望藉本研究之結果，以提供國中數理科教材教法之參考。本研究採用自行編製的排水體積守恆推理能力之測試工具，以評估學生的形式操作能力的發展情況。本工具係以示範實驗群測法為主要之測試方式，有別於傳統的紙筆式測驗，並兼顧到個別面談的優點，因此較能掌握皮亞傑理論的精神。本研究主要目的在探討國中二、三年級學生其排水體積守恆推理能力的發展與自然科及數學科學習成效之關係，經變異數分析的結果，主要發現如下：1.三年級國中學生排水體積守恆推理能力優於二年級國中學生(P＜.001)。2.排水體積守恆推理能力：男生優於女生(P＜.001)，且三年級男生優於三年級女生(P＜.001)，而二年級男女生間沒有顯著差異。3.數理科之學習成就：數學科性別及年級間無交互作用。數學或生物科男女生間亦無顯著差異，但不論化學或物理，則男優於女生(P＜.001)。4.排水體積守恆推理能力與自然科或數學科之學習成效達到統計上的顯著水準(P＜.01)。由以上結果，顯示數理科之教材教法若能配合學生之認知發展的層次，對於學生之學習成效相信有所助益。

並列摘要

The underachievement of students in science and mathematics is a firmly established phenomenon, which seems to persist throughout secondary schooling. An instrument was deveIoped to access the logical reasoning capacity of adolescents in the content area of cognitive development. Characterized as a group demonstration test, the instrument consisted of five subtests related to the concepts of the conservation of displacement volume, to which pencil-and-paper responses were made. The instrument was validated through (1) logical analysis of items from the standpoint of Piagetian theory, (2) correlation with group test results in science. The purposes of this study were to investigate: (l) the achievement in science and mathematics between students of grade 8 and grade 9. (2) the relationship between the cognitive development and the achievement of biology, chemistry, physics and mathematics. The data from the test of the conservation of displacement volume were analyzed by an ANOVA technique. The results indicated that there was a significant interaction between the variance of sex and grade. The significant contributions were due to the difference between grade 8 and grade 9. For 9th graders, the diference between sex were significant, but for 8th graders, the difference was not statistically significant. By ANOVA method, the findings about achievement in science/mathematics were as following: (1) For mathematics, there was no significant interaction between grade and sex. (2) For biology or mathematics, there was no statistic significance between genders. (3) The girls' performance was substantially lower than the boys on chemistry or physics. The finding indicated that the relationship between the cognitive development and the achievement of sciencc/mathematics was highly significant statistically.