國中學生為什麼改變了心智模式？以電學教－學序列為例

Why Do Junior High School Students Change Their Mental Models? An Example of Teaching-Learning Sequence in Electricity

林靜雯(Jing-Wen Lin)

《臺北市立教育大學學報. 教育類》 43卷1期 (2012/05) Pp. 59-92

https://doi.org/10.6336/JUTe/2012.43(1)3

摘要

本研究探討學生於電學教－學序列（teaching-learning sequence, TLS）活動中可能的反應類型，及影響其修正其認知特徵之因素與來源。研究者將30位電學學習成就及診斷式測驗成績相當的七年級生，根據其心智模式分成六小組（三種心智模式×TLS設計組與傳統組）。並以設計過的電學教－學序列及教科書中的教－學序列，分別對六小組進行8堂教學實驗，過程中並以學習歷程紀錄表，讓學生自陳認知特徵修正情形，及影響修正的因素與來源。研究發現學生於一連串教－學序列中，可能的反應類型有八種。修正因素中，學生最重視新想法解決問題的能力。此外，影響TLS設計組修正的來源較多元，且有較多科學知識或學習經驗支持其修正。研究者希冀這些結果能提供教師設計概念改變教－學序列時之參考。

關鍵字

心智模式 ； 教-學序列 ； 電學

並列摘要

The aims of this study are to explore students' response types when they face a series of conceptual change teaching activities and to understand the sources and factors influence students in revising their cognitive character. This study uses electricity as the research topic. According to the electricity diagnostic test designed by the author, thirty 7th graders with equal achievement test and diagnostic test scores are selected and then are assigned to 6 groups (designed-TLS and traditional groups ×3 mental models) which based on their mental models. The designed teaching-learning sequence (TLS) based on students' mental models in electricity and the TLS which appeared in textbook are adopted respectively to carry out teaching experiments. Ten learning progress record sheets per student are used to evaluate if students revised their incorrect cognitive character, and the sources and factors which influence their revisions. The results show there are eight possible response types when students face a series of teaching activities. Besides, the designed-TLS group has more total revision as well as real revision numbers than the traditional group. As for the revising sources and factors of cognitive characters, students revise their cognitive characters for ”the reasons” of new concepts themselves. Among these factors, students think highly of the problem solving ability of a new concept. Furthermore, the influencing sources in the experimental group are more diverse than the comparison group, and are supported by more scientific knowledge and past learning experiences. These results provide the factors that should be noted for future conceptual changes in TLS design.

並列關鍵字

mental model ； teaching-learning sequence ； electricity

參考文獻

Lin, J. W.,Chiu, M. H.(2008).Investigating the influences of mental model based teaching-learning sequences on students learning in electricity.NARST 2008.(NARST 2008).:

Lin, J. W.,Chiu, M. H.(2010).Investigating the influences of mental model based teaching-learning sequence on students learning: An example of electricity.7th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3).(7th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3)).:

林靜雯、邱美虹(2009)。教─學序列研究對科學教學的啟示。科學教育月刊。323，2-14。

林靜雯、邱美虹(2009)。探究學生串聯電路認知特徵演化歷程之跨年級研究。教育科學研究期刊。54(4)，139-170。

Lin, J. W.,Chiu, M. H.(2008).Investigating the influences of mental model based teaching-learning sequences on students learning in electricity.NARST 2008.(NARST 2008).: