利用二段式測驗探查高三學生有關共價鍵及分子結構之迷思慨念

Application of a Diagnostic Instrument to Investigate Grade-12 Students' Misconception of Covalent Boding and Molecular Structure

許健將(Jen-Jang Shue) ； 郭重吉(Chorng-Jee Guo) ； 李成康(Chen-Kang Lee)

《科學教育》 3期 (1992/04) Pp. 175-198

https://doi.org/10.6767/JSE.199204.0175

摘要

要本研究旨在發展二段式測驗之診斷工具，藉以探查高三學生有關共價鍵及分子結構之迷思概念。
有關學生對本單元內容所持之迷思概念，是經向開放式紙筆測驗來確認。並由所獲得的資料，設計一份涵蓋7個中心概念，總數15題的二段式測驗。其中，每道試題的第一部是要核驗學生對內容知識的了解；第二部份則是探查學生之所以持有此種認知的理由。
本診斷工具曾對220名高三學生進行測試，對各試題之測驗結果，均配合相關命題陳述予以分析，並歸併20項學生對共價鍵及分子結構之主要迷思概念類型。
有關發展此診斷工具的方法，也可以應用在其它的科學教材內容上，以提供教師診斷學生對該學科內容的理解程度並改善學生的學習成效。

並列摘要

This study was aimed at developing a two-tier multiple diagnostic instrument to investigate grade-12 students’ miscocnceptions of covalent bonding and molecular structure.
Students’ misconceptions on these topics were identified from free-response questions. The resulting data were used to produce 15 two-tier multople-choice items, concluding seven central conceptual areas, where the content knowledge was examined in the firsttier and understanding of that knowledge in the second.
The diagnostic instrument was administered to a total of 220 grade-12 students. Each item was analyzed to ascertain misconceptions related to the propositional statements. The results were then summarized, yielding a list of 20 patterns of misconceptions underlying covalent bonding and molecular structure.
The metholology used in developing this diagnostic instrument is also applcable to many other science topics and may prove helpful in assisting teachers to diagnose students’ understanding and improve students’ learning.