莫耳概念學習階層之教學研究

The Study of an Instructional Experiment on Learning Hierarchy of Mole Concept

吳泓林(Hong-Lin Wu) ； 李成康(Chen-Kang Lee) ； 江武雄(Wu-Shung Chiang)

《科學教育》 2期 (1991/03) Pp. 173-198

https://doi.org/10.6767/JSE.199103.0173

摘要

本研究主要是應用學習階層理論進行莫耳概念之教學。利用Griffiths。所發展的莫耳概念學習階層，以准實驗研究法探討國中二年級學生學習此項概念的狀況。研究樣本取白二所國中，各二班，一班為實驗組另一班為控制組。研究結果得到如下結論：
一.前、後測試題分析結果：折半信度為.84、.94，皮爾遜積差相關為.73、.88，alpha係數為.81、.93。鑑別力指數及難度指數適宜。內容效度及內部一致性分析，確認測驗工具效度良好。實驗教學完成彼，分析四組前後測成績相關性，其中三組達到.01顯著水準，一組達到.05顯著水準。
二．實驗教學的結果以共變數分析法比較控制組和實驗組學生的學習成效，並以前測分數為共變數。就甲校而言，達到.001顯著水準，乙校達.003顯著水準。分析結果顯示應用學習階層理論有助於莫耳概念之教學。
三．自行設計電腦程式，統計出相對兩階層人數分配並以卡方檢定探究各技能間的進階狀況。考驗結果顯示由H至A的上下位階關係受到支持。

並列摘要

This study was an instructional experiment on learing hierarchy By Griffiths’s learning hierarchy of mole concept’ quasiexperi-mental design was conducted to probe learning effect of eight-grade students. The sample were selected from 2 junior high schools, there were one experimental group and one control group for each school. The following results were found:
1. Data of pretest and postest: split-half reliability was .84 、.94, Pearson product moment correlation was .73、.88, alpha coefficient was .81、.93。Item difficulty index and item discrimination index was suitable. Content validity and internal consistency was acceptable. correlation coefficient between grades of pretest and postest was .01 significance for three group and .05 for another group, respectively.
2. By analysis of covariance to compare learning outcome between experimental group and control group, grades of pretest used as covarite. The results was .001 significance for one school and .003 for the other school.
3. A computer program was designed to count distribution of sample in a pair of skills and to understand transfer property between each skill by chi-square test . Data showed that the relative position from B to A was supported.