台灣花蓮地區高中學生生物多樣性概念之分析

Analysis of the Biodiversity Concept among Senior High School Students in the Hualien Area of Taiwan

黃文彬(Wen-Bin Huang) ； 林文揚(Wen-Yang Lin)

《花蓮教育大學學報》 26期 (2008/05) Pp. 125-154

https://doi.org/10.7073/JNHUE.200805.0125

摘要

生物多樣性是人類賴以生存與發展的基礎，也是人類共有的財富。台灣由於地理位置特殊，孕育極為豐富的生物多樣性。本研究採用「生物多樣性概念之兩階層選擇測驗卷」來檢測台灣花蓮地區高中學生生物多樣性概念之現況，並分析其另有概念。研究結果顯示，高中生生物多樣性概念之主要來源次序，為學校課程、相關書籍、大眾傳播媒體及網際網路。在學生背景參數中可解釋生物多樣性概念變異之前三項，為學科組別(9.5 %)、族群(2.9 %)及父母社經地位(1.4 %)。學生最常發生的另有概念類型，是推理不當模式、化約模式及認知錯誤模式。
研究結果顯示，平均約有近七成的學生已建立基因多樣性及威脅與保育等兩層面之概念，而平均亦約有五成五的學生已建立基本概念、物種多樣性及生態多樣性等三層面之概念。有三成以上的高中生具有的另有概念有：基本概念層面－認為沙漠和森林具有不同的生物相或外在環境，就可以說明生物多樣性的內涵。物種多樣性層面－認為多細胞生物的細胞之間會分工合作，屬較高等生物，所以單一個細胞的獨立生存能力較強；認為大型哺乳類或鳥類的基因多樣性最高，對環境適應力或遷移能力強，所以最容易演化產生新種。生態系多樣性層面－認為捕蠅草會捕食及分解其他生物，所以在自然界的角色是消費者。

關鍵字

生物多樣性 ； 另有概念 ； 生物多樣性概念之兩階層選擇測驗卷TIBIC ； 花蓮 ； 高中學生

並列摘要

Biodiversity is the foundation of mankind's survival and development. It is also the treasure for all mankind held in common. Biodiversity in Taiwan is high due to the special position of the island's geography. This research used ”the two-tier multiple-choice instrument of the biodiversity conception” (TIBIC) to explore the current status of biodiversity conceptual cognition and alternative conceptions for senior high school students in the Hualien area of Taiwan. Results in this study showed that the main sources of the biodiversity concept among senior high school students is, in order, school courses, relevant books, mass media, and the internet. Academic Discipline group (9.5 %), ethnicity (2.9 %), and parents' socio-economic level (1.4 %) of the students are the first three background parameters that can explain the variations in cognition of the biodiversity concept. The most frequent alternative conceptions among the students are the misunderstood deducible model, the reduction model, and the mistaken cognitive model.
The research results reveal that approximately 70 % of senior high school students have the gene biodiversity concept and threat-and-conservation concept on average. Approximately 55 % of senior high school students have the basic concept, species biodiversity concept, and ecosystem biodiversity concept. The research also found some significant alternative concepts, which are held by over 30% of senior high school students, including the following: (1) the basic concept-Desert and forest that have different biological features or environments can illustrate the substance of the biodiversity concept. (2) the species biodiversity concept-Multiple-celled organisms in which cells work together belong to high living creatures, so the survival ability of a single cell independent from the multi-celled organism is high. The large-sized mammals or birds have high gene biodiversity and have a strong adaptive capacity or the ability to relocate, so they can easily evolve to new species. (3) the ecosystem biodiversity concept-A Venus flytrap can prey on and dissolve living creatures, so its role in nature is a consumer.

並列關鍵字

biodiversity ； alternative concepts ； the two-tier multiple-choice instrument of the biodiversity conception TIBIC ； Hualien ； senior high school student