高三學生「元素的性質與分子的結構」概念之精熟學習研究

蔡妤珩

指導教授 ： 洪志明

國立臺灣師範大學/理學院/化學系/碩士(2009年)

摘要

元素的性質與分子的結構概念在高中化學的課程中，都是相當重要的部分，也會影響到將來相關概念的學習。鑑於高三學生普遍對化學科的學習成就低落，故本研究採用Bloom的精熟學習理念，發展元素的性質與分子的結構概念學習模式，並依據認知學習與發展理論將元素的性質與分子的結構概念作學習階層分析。
本研究的目的在設計元素的性質與分子的結構概念的精熟學習，研究流程包括分析學習目標、編製元素的性質與分子的結構概念的教學資料、編製元素的性質與分子的結構概念各階層形成性評量試題、設計校正活動與充實活動及編製總結性評量試題。探討此教學模式在高三化學課程中的實施成效，研究對象為彰化縣某公立高級中學共38名的高三學生為實驗組。
本研究得到結果如下：
1.以高中化學課程為主，參考相關文獻統整其中的元素的性質與分子的結構概念，完成元素的性質與分子的結構概念內容分析，包括元素的性質與分子的結構概念圖、元素的性質與分子的結構概念鑑別性屬性與可變性屬性分析。
2.進行精熟學習，並以S-P表分析教學的成效，在校正活動前後進行前測與後測之評量，後測的S曲線和P曲線皆向右下偏移，結果顯示此種教學方法是有效的，顯示全班超過百分之八十的學生，可以在各階層的學習中達到其精熟標準，即通過率大於80％。另外，總結性評量的結果，以精熟學習教學之班級的精熟比率為87％，而以傳統教學的精熟比率為23％，證明精熟學習教學策略優於傳統教學。

關鍵字

元素的性質與分子的結構概念 ； CLD理論 ； 精熟學習

並列摘要

Properties of elements and the concept of molecular structure in the senior high school chemistry curriculum are a very important. They will also affect the future learning related concepts. The majority of the 12th grade students are afraid of Chemistry teaching and do not learn well. In concern of this problem, this study applied the mastery learning concepts of Bloom to develop a model on and the Properties of elements molecular structure concepts and the learning levels of Properties of elements and the molecular structure according to the CLD theory were also studied.
The purpose of this study is to develop a mastery learning model of the Properties of elements and the concept of molecular structure concepts and to identify the efficiency of this model. The procedures of this study include analyzing learning goals, defining mastery criteria,designing teaching strategies, teaching materials, evaluation tools and correction activities. The sample were 38 students in the 12th grade of a senior high school in Changhua.
The findings of this study are as folloes:
1. This study based on the Properties of elements and the molecular structure concepts in the present senior-high Chemistry textbooks and the references of related literature, including a concept mapping, critical attributes, and variable attributes of the elements of nature and the molecular structure concepts.
2. The test results were analyzed by the S-P chart. It showed that this mastery learning process did have a positive effect on learning elements of nature and the molecular structure concept. Most students achieved the mastery criterion of every CLD theory learning level. The final test was compared between the classes of mastery learning class and traditional teaching class. Results showed that 87％ of the students in mastery learning class achieved the mastery criterion and only 23％ of traditional teaching class achieved the mastery criterion.

並列關鍵字

elements of nature and the molecular structure concepts ； CLD theory ； mastery learning

參考文獻

邱美虹(2000)。概念改變研究的省思與啟示。科學教育學刊，8(1)， 1-34。

宋志雄(1992)。探究國三學生酸與鹼的迷思概念並應用以發展教學診斷工具。國立彰化師範大學科學研究所碩士論文。

邱美虹(1998)。概念改變研究的省思。論文發表於中華民國第十四屆科學教育學術研討會。高雄市：國立高雄師範大學。

鄭如琳（2000）。國小教師實施「探究--建構教學模式」之行動研究--從「磁」的概念談起。國立臺北師範學院課程與教學研究所碩士論文。

Abraham, M. R., Grzybowsli, E. B., Renner, J. W.,& Marek, E. A.(1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29, 105-120.