利用兩段式診斷測驗探討國中學生有關元素、化合物之概念

Application of a Two-Tier Diagnostic Instrument to Investigate the Junior High School Students’Concepts of Elements and Compounds

林樹榮(Shu-rung Lin)

指導教授 ： 黃寶鈿

國立臺灣師範大學/理學院/化學系在職進修碩士班/博士(2002年)

摘要

本研究旨在發展兩段式診斷測驗探討國中學生有關元素、化合物之相關概念，內容包括元素、化合物、純物質、混合物、元素的性質、元素的活性和物質的狀態等相關概念的瞭解情形。
本研究經由查閱相關文獻，參考國中教材內容，再根據面談的方式，蒐集分析出學生的想法或錯誤概念，並發展出涵蓋五個主概念、共22題的兩段式測驗工具，來診斷學生對元素、化合物相關概念的認知情形，歸納出學生錯誤概念的類型，並比較國中各年級學生對元素、化合物概念之認知差異。
正式施測之對象來自台北縣、桃園縣二所國中，國一到國三學生共計6班，225位學生進行診斷測驗。
本研究結果發現：
一、無論從巨觀或微觀方面的研究都顯示，大部分國中學生不了解元素、化合物之相關概念。對化合物和混合物的概念混淆不清，尤其在微觀粒子概念部分表現得比巨觀性質觀察來得差。
二、國中學生對元素、化合物之相關概念存有錯誤概念，研究顯示選答正確答案的背後，其實並不瞭解其真正原因和內涵。
三、國中生對於元素、化合物之相關概念認知情形，隨著年級的增加而成長。
四、巨觀觀察能力與微觀粒子概念與學生的在校成績有顯著的相關。

關鍵字

錯誤概念 ； 兩段式診斷測驗 ； 元素 ； 化合物 ； 元素的活性 ； 物質的狀態

並列摘要

This study is to research the conception of elements and compounds of junior high school students by applying a two-tier multiple diagnostic instrument. The content includes elements, compounds, pure substances, mixtures, the texture of elements, the activity of elements and the states of substances, etc.
According to the references, the content of textbooks of junior high school, and the analysis of students’ correct conception and misconception by interviewing students, we developed a two-tier multiple diagnostic instrument, including five central concepts along with 22 questions. Based on the diagnostic tests, we can understand the students’ conception of elements and compounds, conclude the patterns of misconception and distinguish different recognition of elements and compounds among students in different grades.
The diagnostic instrument was administered to a total of 225 students from the seventh grade to the ninth grade in six classes in two junior high schools in Taipei and Tao-yuan. The results were summarized as the patterns of misconception of elements and compounds.
The main findings of the study were in the following.
(1) The diagnostic tests in all aspects showed that most of the students didn’t completely
understand the concepts of elements and compounds. They usually confused the concepts of compounds and mixtures. They especially understood the concepts of microscopic particles worse than those of macroscopic substances.
(2) Most of the students had misconception of elements and compounds. Those students who
answered correctly didn’t necessarily realize the concepts and reasons.
(3) Most of the students understood the concepts of elements and compounds better and better when they entered higher grades.
(4) Most students’ understanding of the concepts of microscopic particles and macroscopic substances was closely related to their school test scores.

並列關鍵字

misconception ； two-tier diagnostic test ； element ； compound ； the activity of element ； the state of substance

參考文獻

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