職前生物教師動物分類另有概念之研究

Alternative Conceptions on Animal Classification among Preservice Biology Teachers

陳柏棻(Bor-Fen Chen) ； 黃世傑 ； 王國華

《科學教育》 5期 (1994/05) Pp. 75-94

https://doi.org/10.6767/JSE.199405.0075

摘要

本研究旨在探討98位職前生物教師動物分類另有概念的種類及其原因，經紙筆測驗和臨床晤談結果發現：
一.另有概念的種類包括：
1.命名的目的：超過一半的職前生物教師分不清楚命名的目的和分類的目的。
2.命名的原理：1/3以上的職前生物教師認為生物學名可用英文，1/2以上認為屬名或種名可由兩個單字構成，近1/3以為學名為正體字。
3.分類的目的：少數的職前生物教師誤認為是命名的目的。
4.名詞的定義：大部分的職前生物教師不甚注意名詞的定義、如無法回答種的定義、認為只有昆蟲有變態、哺乳類有卵胎生、一片片可剝下來的才是鱗片、哺乳類有羽毛、鳥類有體毛等。
5.分類的應用：近1/2的職前生物教師將穿山甲歸為爬蟲類，近1/3將彈塗魚歸為兩生類，娃娃魚歸為魚類等。
二.另有概念的原因：1.學科知識背景不足；2.日常生活的用語；3.個人的生物觀；4.教學誤導；5.日常生活經驗；6.原型；7.明顯特徵的影響。其中命名目的的另有概念主要由個人的生物觀所造成，命名原理由日常生活經驗、知識不足及教學誤導所造成，名詞的定義與分類的應用則以上各點皆有可能造成之。

並列摘要

The study was aimed at investigating the alternative conceptions and reasonson animal classification held by 98 preservice biology teachers. The results were summerized as follows:
(1).About the purpose of nomenclature: above half preservice teachers couldn't discriminate clearly between the purpose of nomenclature and the purpose of classification.
(2).About the theory of nomenclature: 1/3 of them considered biological science name can be used by English, 60% of them considered genus name and species name consist of two divorced words, 24% of them considered biological science name is written under the printing style.
(3).About the purpose of classification: Few preservice teachers considered the purpose of classification as the purpose of nomenclature.
(4).About the definition of terms: Most of them didn't pay attention to the definition of terms, for instance, they couldn't reply. the definition of species, the types of mammalian reproduction include ovoviviparous, scales can be taken off piece by piece, mammals have feathers and birds have hairs, etc..
(5).About the the application of classification: 46% of them classified the pangolin as a reptile, 27% of them classified the mud hopper as an amphibian, 24% of them classified the salamander as a fish, etc..
This study attributed those alternative conceptions to seven reasons: 1.lack of the background of subject-specific knowledge; 2jangu age spoken in everyday sense; 3.personal view of biological science; 4.teaching misleading; 5.experiences in everyday life; 6.prototype; 7.obvious attributes. Amoung the reasons, alternative conceptions of the purpose of nomenclature were mainly resulted by personal view of biological science, those of the theory of nomenclature were resulted by experiences in everyday life, lack of knowledge and teaching misleading, those of the definition of terms and the application of classification were resulted by all reasons above.