應用SAE模式探討國中學生力的概念發展

Assessing Students' Cognitive Structure on Conceptual Development of Force of the Junior High Students by Using SAE Model

謝詠印(Yuoong-Inn Shieh) ； 徐順益(Shun-Yi Hsu)

《科學教育》 3期 (1992/04) Pp. 1-20

https://doi.org/10.6767/JSE.199204.0001

摘要

本研究的主要目的在於發展及分析SAE模式用以探討國中學生的認知結構，並應用此模式發展一套力的概念發展之診斷群測工具。本研究結合Showalter的科學知識模式、Piaget的認知發展理論以及Pella的概念精緻化理論，發展出含有三個向度的SAE概念發展模式。基於SAE的理論架構，一套評估國中學生力的概念發展的群測工具被發展出來，並用來測試455位國中學生，跡象顯示；
一、SAE模式的緊密層次可以有效地來評估學生的力概念發展。
二、SAE模式可以應用於發展評估學生概念發展的診斷工具。

並列摘要

The purpose of this study is to construct and analyze a model to design an instrument for assessing students’ cognitive structure on a specific conceptual development(force) at junior high level. Based on Showalter’s(1974) scientific knowledge structure model, Piagetian developmental theory, and Pella’s ideas of concept elaboration, a SAE model(Structuralization, Abstractness and Elaboration) which is a scientific knowledge structured on cognitive structure model; see Fig.203, has been developed. A group testing instrument for assessing students’ cognitive structure on conceptual development of force was developed. The major findings are investigated as following;
1. Students’ cognitive structure on conceptual development of force might be assessed effectively by using SAE model, and,
2. The SAE model might be developed an effective diagnostic instructional instrument for improving science learning of individual student.