國中學生化學變化相關概念另有架構之探究

Junior High School Students' Alternative Frameworks for Various Concepts Related to Chemical Change

謝志仁(Jhy-Ren Shieh) ； 郭重吉

《科學教育》 4期 (1993/04) Pp. 25-51

https://doi.org/10.6767/JSE.199304.0025

摘要

本研究以蠟燭燃燒、鐵釘生鏽、孔雀石粉末加熱分解及碘化鉛沈澱等四個事件所包含的化學概念爲主要內容，先以示範群測紙筆測驗的方式對401位元國一至國三的學生施測，再選擇國一、國二、國三學生各4名共12名進行事件晤談，以探討國中學生對此四個事件的另有架構。
經資料分析後發現，學生對化學變化相關概念的另有架構可歸入Andersson的解釋架構。通常學生使用「變化」及誤用「化學交互作用」的解釋架構來說明物質的出現；使用「置換」、「消失」及物質守恆的「修正」解釋架構做爲物質變化時，質量的守恆推理架構。

並列摘要

This study focussed on the study of the burning of a candle, the rusting of an iron nail, the heating of malachite and the precipitation of lead iodide.
In order to investigate students' alternative frameworks about chemical change, a paper-and-pencil test was at first administered to 401 seventh, eighth and ninth graders. Twelve students were chosen subsequently for interview using I.A.E. (interviev about event) technique.
Results of data analysis indicated that the alternative frameworks of junior high school students for chemical change could be accounted for by Andersson's explanatory frameworks. generally, It was found that students tended to use Transmutation and misuse ”Chemical interaction' in explaining the transformation of matter, and to use ”Displacement”, ”Disappearance” and ”Modification” in explaining the conservation of mass.