國小、國中及高中學生之細胞概念發展

The Development of "Cell" Conception from Sixth Seventh to Tenth Grade Students'

曾千虹(Chien-Hung Tzeng) ； 耿正屏(Jen-Peng Keng)

《科學教育》 4期 (1993/04) Pp. 157-182

https://doi.org/10.6767/JSE.199304.0157

摘要

本研究目的在探討我國國小、國中及高中三階段學生“生物細胞概念”之發展過程，並探究學生細胞迷思概念的類型，作爲分析概念形成及教師改善教學與評量之依據，進而提出改進教學與學習概念的建議。
在本研究中，將細胞概念分成十項主題，並以半結構性之臨床晤談方式來探究國小、國中及高中三階段各十名學生所持的迷思概念，再根據晤談資料及概念構圖技巧繪出每一位晤談學生的細胞概念回構圖，然後以概念構圖的計分方式繪出國小、國中及高中三階段的細胞概念發展圖，其結果分析如下：
1.學生對於不可觀察之抽象概念的學習較有困難。
2.國小、國中及高中學生具有相當多的迷思概念，也有許多錯誤的想法共同存在於這三階段的學生。
3.學生經由學校的學習過程，的的確確有很大的改變；然而，在改變的過程中，仍有許多的迷思概念一直存在學生的概念架構中，難以改變。
綜合研究所得結論，提出下列幾項建議：
1.課本教材的內容應避免造成或增強學生的迷思概念。
2.教師在教學前，應先知道學生的原有想法。
3.落實實驗課程。
4.視聽多媒體教材之應用。
5.以概念構圖工具作爲一項後設教學評量之參攷。

並列摘要

The purpose of this study was to probe the development of cellconcepts in student's minds from the sixth the seventh and the tenthgrades, and to discover many types of misconceptions about cells. According to these results, the author suggested somemethods to improve biology teaching and evaluation. In this study, the author di-vided cell concepts into ten topics, and tried to find out students' misconceptions from each grade by clinical interview method. According to the results from the clinical interview, the author drew out every interviewed student's frameworks of cell concepts and finished the developmental mapsofcell concepts. Accord-ing to the resultsabove, the author found the following conclusions
1.Students, in general, have more difficulties in learning abstract concepts.
2.The sixth seventh and tenth graders in this study have many misconceptions. In addition, some of the misconceptions are the sameno matter what grade the student is.
3.The students indeed have chaiged much through the school's teaching, but still exist many misconceptions in students' conception frame works. These misconceptions are usually not easy to change Finally, some comments were given:
1.The contents of textbooks must avoid enforcing students' misconceptions.
2.Before giving instructions, teachers should probe the students' prior knowledges.
3.Make sure to practice useful experimental classes.
4.It is important to use the audio-visal multi-media in biology teaching.