科學學習材料具體化程度對中小學生認知學習的成效研究

The Effect of the Concreteness of Science Materials on the Efficiency of Cognitive Learning

林清山(Chen-Shan Lin) ； 陳李綢(Li-Chou Chen)

《教育心理學報》 20期 (1987/05) Pp. 17-35

https://doi.org/10.6251/BEP.19870601.2

摘要

本文為有關「科學學習材料具體化程度對中小學生認知學習的成效研究」一系列兩年研究計畫的第二年研究報告。利用本研究第一年計畫中所編製的認知發展能力測驗為工具，繼續探討布魯納認知理論應用於中小生科學教育的可行性及其理論的正確性。其目的有四：(1)探討不同年級、性別及段別的國中學生認知發展能力之差異。(2)探討自編的認知潑展能力測驗與紙筆式認知測驗間的關係。(3)探討不同教學策略對國小學生認知學習效果的影響。(4)探討加速學習對促進國小學生認知學習效果的可能性。
為探討本研究口的(1)，以國中一、二年級前後段男女生共240名為受試，實施認知發展能力測驗。以三因子多變項變異數分析及單變項分析處理資料的結果發現：國中二年級學生認知發展能力優於一年級生，尤其是符號表微能力及影像表徵能力上，二年級生皆高於一年級生。男生在符號表徵及影像表微二項能力上顯然優於女生。前段班學生不論在動作、影像及符號表徵三項能力上皆優於後段班學生。
目的(2)的研究，仍以上述240名受試為對象。經皮爾遜積差相關結果得知：本研究編製之認知發展能力測驗與紙筆式認知測驗間具有高相關，說明自編的認知發展能力測驗為一有效的認知能力測量工具。本文目的(2)的研究，則以國小五年級學生共180名為受試。他們被隨機分成四組，每組接受一種教學策略，然後測量各組認知學習效果。經單因子變異數分析結果發現：「先動作而影像而符號組」及「先影像而符號組」二組的教學效果最佳，以「符號組」及「動作組」二組的教學效果最差。
為探討本研究目的(4)，以165名國小四年級學童為受試並將他們隨機分為二組。一組受試以國小六年級以上的數學教材，利用先動作而影像而符號的教學方式使其加速學習；另一組受試則不予以加速學習。二組受試在實驗處理後，隨即接受認知學習測驗的測量。經t考驗分析結果發現：接受「先動作而影像而符號」加速學習組的認知學習效果優於未加速學習組。同時經進一步探討四年級加速學習組與五年級不同教學策略組的認知學習效果，發現：四年級加速學習組與五年級接受「先動作而影像而符號」教學策略組之學習效果並無顯著不同，但是皆優於五年級「先影像而符號組」、「符號組」及「動作組」之學習效果。這些證據說明加速學習顯然具有可能性。
本研究上述結果，支持了布魯納認知理論的觀點：「任任學科的主要概念都可利用某種心智上真實方式，有效的教給任何發展階段的任何兒童」，也就是說教師只要能配合學生認知發展的水準，以動作表徵、影像表徵而符號表徵的順序，協助學生產生認知上的重組，學生必能學會教材所含的概念而產生真正的學習。

並列摘要

The main purpose of this study was to test J. S. Bruner's theory of representation and to find out the applicability of his theory of instruction.
In this study, a test named ”Test of Cognitive Representation” was constructed according to Bruner's theory (1) to compare the cognitive development of Junior High school students in different grades, sexes and ability groups, (2) to explore the relationships between the ”Test of Cognitive Representation” and the Piagetian type of cognitive development test, (3) to test the learning efficiency of different teaching strategies; and (4) to test the feasibility of acceleration of cognitive development.
The main findings were as follows:
(1) There were signifcant differences among grades, sexes and ability groups in abilities of symbolic representation and iconic representation.
(2) There were significant correlation between the ”Test of Cognitive Representation” and the Piagetian type of cognitive development test. The Test of Cognitive Repersentation was proved to be a valid cognitive developmental instrument.
(3) There were significant differences among different teaching strategy groups. The group who was taught by proper sequence, from enactive to iconic and then to symbolic, was superior to those who were taught to learn by symbolic representation or by enactive representation only.
(4) The children of fourth grade were accelerated to learn mathematics concepts that were supposed to be difficult for them to learn.
The results were compared against the control group of no accelerated learning. Evidence showed that the acceleration of cognitive development was feasible.
All these findings provide positive support for J. S. Bruner's assumption that ”……… any subject can be taught effectively in some intellectually honest form to any child at any stage of development.”