國中生對「水」概念理解的進展

Progression in Students’ Understanding of Water Concepts at Junior High School

吳智凱(Chih-Kai Wu)

指導教授 ： 黃芳裕

國立臺灣師範大學/理學院/化學系/碩士(2009年)

摘要

本研究主要目的在探討國中學生對「水」概念的理解程度、認知結構及可能存在的迷思概念。研究問卷是以國中理化中「水」單元與日常生活概念作結合，並依兩階段式評量診斷工具的發展要點來修正，形成一份開放性的問卷。
研究對象選定在台北縣、市的六所國中，每所學校七、八、九年級方便取樣二班，共計36班的學生(N=1130)來進行施測。各校皆於九月中到十月進行施測，施測時間固定為30分鐘，此段時間七年級學生尚未學習到「水」單元，但可憑先備知識與日常生活概念加以作答。
在資料分析方面，分為選擇題與問答題兩部分－選擇題之選項部分，以次數百分比表示學生選擇正確選項的比例；選擇題與問答題之理由解釋部分，先以Perry基模進行分層，被分類到第三層次以上的資料，視為學生有能力描述正確概念，即為通過，然後統計其比率。依據選擇題與問答題的分析資料，推論獲得的結果顯示：
一、學生「水」概念的發展會隨著年齡的增加而增長。
二、學生對於水的三態變化之性質，存有迷思概念。
三、學生無法正確使用科學名詞。
四、學生習慣描述概念的巨觀特性，或以巨觀的觀點來描述。
五、學生對「水」概念的理解程度，會因區域而有程度上的差別。

關鍵字

水的三態變化 ； 迷思概念 ； 兩階段式評量診斷

並列摘要

The purpose of this study was to investigate the progression of junior high school students’ understanding levels, cognitive structures, and possible existing misconceptions about water conceptions. The open-topic-based questionnaire in the research based on the principles of developing the two-tier test, and was combination of the course of water in junior high school and everyday life conceptions.
The research sample was opted from Taipei city, convenience sampling with two classes from every grade in six schools (N=1130). The subjects in all six schools were taken the test in the middle of September to October and the time of test was limited to thirty minutes. At the time of the study, 7-grade students hadn’t taken any courses of water, but they were according prior knowledges and every life conceptions to answer.
In the data analysis, including two sections of multiple-choice questions and questions. Multiple-choice part of the option, expressed as a percentage of students in the number of options to choose the correct ratio. Multiple-choices and questions some of the reasons for Perry scheme, were classified over the third level of the information, as students had the ability to described the concept correctly, was the passing, and then their ratio statistics. By data analysis, researcher inferred and assumed five conclusions, which were as follows：
1.Junior high school students’ understanding of water concepts can be improve when they are developing.
2.Junior high school students possessed some misconceptions of the nature of the change of three phases of water.
3.Scientific terms are hard for junior high school students to use correctly.
4.Junior high school students incline to described by the macroscopic nature of matter rather than the microscopic.
5.Because of area, junior high school students understanding the water concepts in science could be difference.

並列關鍵字

the change of three phases of water ； misconception ； two-tier test

參考文獻

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