國中學生對生物體內物質運輸概念的發展

Students' Concept Development on Biology in the Junior High Level

陳瑞鴻(Ruey-Horng Chen) ； 耿正屏(Jen-Peng Keng) ； 黃世傑(Shih-Chieh Huang)

《科學教育》 3期 (1992/04) Pp. 125-148

https://doi.org/10.6767/JSE.199204.0125

摘要

本研究旨在分析我國國民中學「生物體內物質的運輸」概念之發展過程，作為分析概念形成及教師改善概念教學與評量之依據。自國小自然科與國中生物教材中選出有關運輸的重要概念，使每一概念都有適當的試題來表達，以編製成「生物體內物質的運輸概念測驗」。以來自本省七所公立國民中學之國一、國二和國三學生共946人施測，結果分析如下：
1．施測後之通過率隨年級的增加而增加；國一為60.1%、國二67.6%、國三79.1%，且在各年級間皆有達顯著差異。
2．國一在教學前在人體運輸概念上，已具有心臟、脈搏、血小板等概念；在植物的運輸概念上為根吸收水分、莖輸送水分等概念。
3．國二學生比國一時的概念較完整如維管束、形成層、植物生長、血液組成、擴散作用等概念都已具備。
4．國三時對各主要概念都能有明顯地進步，其試題之通過率多已在平均值之上，僅有血漿、循環途徑、韌皮部、氣孔分佈等在學習上較難。
5．學生對人體運輸概念較植物運輸概念熟悉。
6．學生形成「人體運輸概念」的次序為心臟、血液、血管、血液流動途徑。
7．學生形成「植物運輸概念」的次序為植物構造、構造的功能、影響因子。
8．學生的概念發展過程是向生活上的概念而至課本知識，在課本知識中是由名詞記憶，經圖形配合，最後到抽象的原理。

並列摘要

The purpose of this study is to investigate the developmental process of the concept-Transport in Living Bodies-in junior high schools in Taiwan. It can serve as the basis on which teachers can analyse concept formation, improve the conceptual teaching and evaluate students’ achievements. The researcher chose related important concepts from natural science for elementary schools and from the biological teaching material for junior high schools. Furthermore, the researcher expressed every concept in proper test items to finish compiling The Transport in Living Bodies Test Here are the investigation into 946 students, in the seventh, eighth, and ninth grades, participating in this study:
1. After the investigation, it follows that the average student percent of pass increases with the promotion of grades. The average student in the seventh, eighth, and ninth grades answers 60.1, 67.6, and 79.1 percent of the test items correctly with significant difference from one another.
2. Students in the seventh grade have a conception of heart, pulse, platelet, in respect of the human circulatory system. And regarding the plant circulatory system, they have a conception that roots can absorb water and that stems can conduct water.
3. Raving a more complete conception than they had in the seventh grade, students in the eighth grade have a perfect conception of vascular bundle, cambium, the growth of the plant, the components of blood, and diffusion.
4. Students in the ninth grade make great progress in every major concept. Their average student percent of pass for the test items is above the average. They only have difficulty in learning concepts of plasma, the path of the blood transport, pholem, and the distribution of stoma.
5. Students are much more familiar with the human circulatory system than with the plant transport system.
6. The sequence for students to form the concepts of the human circulatory system is heart, blood stream, blood vessels, and the path of the blood transport in order.
7. The sequence for students to form the concepts of the plant transport system is the struction, functon and influential factors in order
8. The developmental process of students’ concepts is from concepts in lives to text knowledge. Concerning text knowledge, the process is from the memorization of nouns to the realization of abstract principles through series of pictures.