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  • 學位論文

以凱利方格法探討學生對於氣體的概念理解

A Study of The Understanding of “Gas”for Students by RGT

指導教授 : 楊文金
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摘要


本研究以學生對於「氣體」之迷思概念的研究為基礎,以多維量尺分析(MDS)及凱利方格法 (Repertory Grid Technique , RGT),探索高二學生對於理解「氣體微觀模型」之認知因素;進而分析在教學前後,五位個案學生對於氣體的概念理解及改變的情形。 以自編之「氣體微觀模型」測驗為研究工具;該測驗計有五個版本,分別以五種常見之氣體概念:「膨脹靜止模型」、「破裂靜止模型」、「膨脹運動模型」、「破裂運動模型」、「氣體動力模型」,分別解釋十二種氣體現象;施測方式為將此測驗分成「氣體微觀模型測驗一」及「氣體微觀模型測驗二」兩部分。前者維持五個版本的形式,並以北縣某私立高職普通科自然組二年級24名學生為對象,每隔兩週分別施以上述五個版本測驗,前後共計十週;後者以十二種氣體現象為主題,在每個主題下將五個版本隨意排列,並以五名個案學生為研究對象。研究結果發現: 一、以MDS決定表徵概念理解之最少維度,發現學生之理解可以二度平面 加以表徵。 二、以「異同法」分別決定此二維度的認知因素意義,再以RGT中的 EXCHANGE分析確認上述之認知因素的意義,發現與「異同法」所得的 結果相同。 三、經由五個個案學生的EXCHANGE分析,可描述個案學生在教學前後概念 改變的內容及改變情形。 四、在同一個模型的概念下解釋不同的氣體現象,多數的個案學生有不一 致的表現。 五、在同一個氣體現象下,多數個案學生同意多種氣體概念。

並列摘要


This study is based on misconception about “Gas” students have, using the method of MDS(Multiple Dimension Scales)and RGT(Repertory Grid Technique)to find out the recognizing factors of that how students understand the “Microscopic Gas Models”. Before and after instruction, we tried to analyze the 5 students’ understanding and concept changing about “ Gas.” The instrument of “Microscopic Gas Models” which has 5 types was developed. It includes“Expanding- Static Model”, “Breaking- Static Model”, “Expanding- Movement Model”, “Breaking- Movement Model”, and “kinetic of gases Model” , and each explains twelve gas phenomena. The test way has two parts:“Microscopic Gas Models —Test One”, and “Microscopic Gas Models —Test Two.”The former one keeps up the forms of five types to 24 students of one class. The latter one is the same 5 types but ranks these 5 informal to 5 students. Major findings were summari- zed as follows: 1. The two-dimension scales of MDS could represent the students’ understanding about “Gas”. 2. We determined the meaning of recognizing factors through "similarities- dissimilarities method ", and then made sure of them through "EXCHANGE ANALYSIS" in RGT, and it was found that the results of both the two ways were the same. 3. Through EXCHANG ANALYSIS to 5 students, it can describe their conception change between before and after instruction. 4. Under 11 different gas phenomena in the same gas model, most students have different expressions. 5. At the same gas phenomena, most students agree with many conceptions about gas.

參考文獻


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