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高中學生的辯護與反駁之研究-偽氣體理論

The Research on Defense and Refutation of Senior Highschool Students - Pseudo-Theory of Gas

摘要


近年來,認知心理學的興起,使科學教育界逐漸重視探索學生認知的機制與歷程。因此,本研究透過科學史及科學哲學關於多元理論競爭的殷發,將學生關於氣的另有概念彙整「偽氣體理論」,來讓學生進行辯論與反駁論證。本研究工具以開放式問卷呈現,以「質」的部析結合「量」的探討來對高二學生作答進行分析。本研究的主要研究結果:(一).「偽氣體理論」內容所包含另有概念中,有九個概念是學生常會選來與「偽氣體理論」內容連結,並且常贊同者;有兩個概念是學生常會選來與「偽氣體理論」內容連結,並且常本贊同者。(二).學生閱讀相關氣體實驗後,有其常引用來贊同或本贊同「偽氣體理論」內容的實驗。(三).學生在讀氣體相關實驗前,針對「偽氣體理論」的重點進行辯護時引用推理類型以原理-思考的推理次數最多(336次);針對「偽氣體理論」上的重點進行辯護時引用的推理類型以直觀思考的推理次數次多(213次)(四人學生在閱讀氣體相關實驗前,針對學生在對「偽氣體理論」的重點進行反駁時引用的推理類型也以原理-思考推理次數最多(215次)。 上述之研究成果除了可以作為科學教師教學上參考資料,更可以提供科學教育家進一步探索學生建構氣體相關概念的內在認知歷程之參考資料。

關鍵字

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並列摘要


With cognitive psychology emerging as mainstream psychology, research on science education has been increasingly focusing on the exploration for students’ cognitive mechanism and process in science learning. Therefore, this study, through the inspiration initiated by the competition of multi-theories concerning history and philosophy of science, combined students’ alternative conceptions of gas into the “pseudo-theory of gas” to investigate senior high school students’ defense and refutation on “pseudo theory of gas” Data collected was in the form of the open-ended questionnaire. The qualitative analysis, along with quantitative study, conducted the investigation of how and why the eleventh grade students (the second grade in senior high school in Taiwan) have the answers to the questions. 1).Among the alternative conceptions included in the content of the “pseudo-theory of gas” students, in terms of their connection with the “pseudo-theory of gas” often chose and supported nine alternative conceptions, while there were two alternative conceptions frequently opposed by students. 2).Alter studying the experiments pertinent to gas, students had the preference for certain experiments to support or oppose the content of “pseudo-theory of gas”.

並列關鍵字

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被引用紀錄


黃玉菁(2003)。以紙筆測驗探討高二學生粒子迷思概念〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719133019

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