比例推理策略融入自然科教學之效益探討

The Effectiveness of Teaching Science through Proportional Reasoning Strategies

李孟霖(Meng-Lin Lee) ； 劉嘉茹(Chia-Ju Liu)

《花蓮教育大學學報（教育類）》 21期 (2005/12) Pp. 59-98

https://doi.org/10.7073/JNHUEA.200512.0059

摘要

本研究旨在探討比例推理策略融入密度、莫耳、莫耳濃度與速度概念之效益。以31位就讀於屏東縣某國中一班之九年級學生作實驗組，並接受比例推理策略教學；另一班32位學生則作爲控制組，俾比較其間差異。共變數分析結果顯示，實驗組於自製含括上揭概念之科學概念測驗卷之表現優於控制組。科學概念測驗卷前測時，二組學生多以初階之直覺概念思考比例問題；然而，實驗組於後測時則較控制組擅於比例推理。相關統計分析與晤談結果並指出，實驗組接受比例推理訓練後對於上述概念有較佳之瞭解。概言之，本研究結果顯示比例推理策略能提升實驗組學生於密度、莫耳、莫耳濃度與速度單元之概念瞭解。

關鍵字

比例推理 ； 比率

並列摘要

The purpose of this study was to investigate the benefits of teaching concepts of density, mole, molarity, and velocity through proportional reasoning strategies. The experimental group consisted of 31 9th-grade students enrolled in a junior high school in Pingtung County in South Taiwan. Their understanding of the above concepts was compared with that of a control group, which consisted of 32 9th-grade students in the same school. The results of the analysis of covariance revealed that the experimental group outperformed the control group on an instrument documenting respondents' understanding of concepts of density, mole, molarity, and velocity. In the pre-test, most students in the two groups based their explanations concerning the concepts of ratio primarily on their intuition. In the post-test, however, students in the experimental group were more capable of explaining their thoughts by using proportional reasoning strategies than their counterparts. Additional statistical analysis and interview data indicated that the experimental group students had a better understanding of the above mentioned concepts after receiving proportional reasoning training. This result indicates that the experimental group's understanding of the concepts of density, mole, molarity, and velocity was enhanced by learning to solve problems through proportional reasoning strategies.

並列關鍵字

proportional reasoning ； ratio

參考文獻

教育部TESEC國教專業社群網

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