- 學位論文
建構式教學對概念形成的影響
The effect of concept formation in Constructive Teaching
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摘要
基於我們關心國中學生對科學概念的形成，本研究的目標在於探討建構式教學如何影響學生對科學概念的認知成效，除此之外，我們分析學生在建構式教學模式的情境下，其學習成效與學習狀況的關連性。本研究中，我們須設計建構式教學模式以作為我們的操縱變因，還須設計概念評量的測驗試卷以學生學習成效的依據，另外，還要設計一份問卷以調查實驗組學生在建構式教學過程中的學習狀況。 根據研究結果，我們有以下的發現： （1）實驗組在實施建構式教學後，在概念評量測驗中，他們的成績表現有顯著的進步，這個結果是因為大多數的學生在建構式教學中，對科學概念有了更清楚的認識。 （2）在建構式教學中，能夠被激勵出思考和積極參與辯證討論的學生，可以被期待在學習成效上會有進步；反之，在學習過程中，總是複製他人想法和懶於討論的學生，其在建構式教學後的學習成效將低於一般的講述式教學。
並列摘要
Based on the concern for concept development of junior-high students, the study aims to explore how Constructive Teaching influences the cognitive effect of students about science concepts. In addition, we analyze the relationship between the effect and the state of learning for the students in Constructive Teaching. In our research, we have to design the Constructive Teaching mode which is the manipulating variable , and to design the test to evaluate concepts which represents the effect of learning , and to design the questions to survey the learning state of the students in Constructive Teaching process. Findings form this study are summarized as follows: (1) The effect of test of the concept evaluation is promoted for the students in Constructive Teaching. The result is caused by the reason that most of the students in Constructive Teaching have better knowing about science concept. (2)In Constructive Teaching process, the students which are inspired their thinking and attend the debating will be expected to clarify their misconception and reason the science concepts. On the contrary, the students which usually copy other’s idea and lazy to discuss will be expected to fall off in Constructive Teaching.
參考文獻
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