國中生物概念的類比學習之研究

The Study of Analogical Learning of Concepts in Junior High Biology

郭人仲(Ren-Chung Kuo) ； 徐順益(Shun-Yi Hsu) ； 王國華(Kuo-Hua Wang)

《科學教育》 6期 (1995/02) Pp. 51-68

https://doi.org/10.6767/JSE.199502.0051

摘要

本研究旨在以結構映射理論的觀點，發展一套模型類比物，嘗試讓國中學生透過此類比物學習生物概念（細胞分裂和减數分裂單元），幷探討其成效。研究樣本取自台灣省桃園北區四所國中，每校各二班共327位的國二學生參與，各校均隨機分派一班爲控制組，一班爲實驗組，幷施以前測和邏輯思考團體測驗。一個月後，實驗組閱讀研究者設計的類比教材，控制組閱讀非類比教材，隨即施以後測，而實驗組幷填寫類比教材使用態度問卷。施測結果經共變數分析之後，得到以下發現：
一、實驗組的學習成效顯著優於控制組，顯示類比學習是一種有效的學習方式。
二、整體而言，類比對形式操作期和具體操作期的學生有顯著成效，但對過渡期的學生沒有顯著成效。就各概念主題而言，則類比學習成效顯著與否要視認知發展情形而定。
三、根據問卷的結果，學生對以類比學習生物概念的方式認爲不錯，幷認爲生物課本采取類比的方式，將有助于學習。

並列摘要

This study aimed at that constructing a module of analogical learning on the basis of structure mapping theory, and assessing the effectiveness of the module upon learning biological concepts (eg. mitosis and meiosis) of junior-high school students. The subjects consisted of 327 eighth-grade students in four junior high schools at the north part of Taoyuan, Taiwan. Each school has two classes, totally eight classes participated in this investigation. The two classes in each school were randomly assigned into the experimental group and the control group. The subjects received a pretest of achievement and the GALT (The Group Assessment of Logical Thinking) before the treatment. One month later, the experimental group was asked to use the analogical-learning module to learn the biological concepts. The control group received the non-analogical instructional material. After the treatment, the both two groups took an achievement posttest. Moreover, the experimental group wasa sked to answer a questionnaire for assessing the attitude toward learning the analogical module. The statistical methods used in data analysis are product-moment correlation and two-way ANCOVA. The major findings of this study are that:
1. there is a significant difference on the achievement test score between the experimental group and the control group.
2. there is a significant difference on the achievement test score between the subjects informal operational stage and the subjects in the concrete operational stage, however, there is no significant difference on the test score among the students in the transitional stage and the other two stage students. And in terms of separate topics, the effect of analogical learning lay on the level of cognition.
3. the students view the analogical-learning module positively, and they believe that a biology textbook using the analogical style would promote their learning.