探究國三學生酸與鹼的迷思概念並應用以發展教學診斷工具

Assessing the Ninth Graders' Misconceptions on Acids and Bases to Develop a Diagnostic Teaching Instrument

宋志雄(Chin-Hsiung Sung) ； 林曦(See Lin) ； 徐順益(Shun-Yi Hsu)

《科學教育》 4期 (1993/04) Pp. 1-23

https://doi.org/10.6767/JSE.199304.0001

摘要

本研究先利用開放式紙筆測驗及半結構性的晤談來蒐集學生迷思概念所有可能的類型，經分析歸類後將主要的迷思概念列入封閉式測驗試題的選項中，最後進行封閉式正式測驗。研究樣本取自台灣地區三縣市（高雄市、彰化市、桃園縣）代表南，中，北部國三學生樣本，封閉正式施測男女學生計有838人，測驗試題難度平均0.57庫李20信度0.69。
國三學生30名進行的臨床晤談，其內容係以教科書中酸與鹼概念爲主要依據。晤談結果經過分析及歸類，統整成知識類型對應於概念圖上，其主要發現結果如下：
1.學生對於不可觀察之酸與鹼抽象概念的學習較有困難。
2.學生經由學校的學習過程，的的確確有很大的改變；然而，在改變的過程中，仍有許多的迷思概念一直存在學生的概念架構中，難以改變。
從本研究發展的二段式診斷工具，得以統計出國三學生酸與鹼之迷思人數百分比值，並且測驗結果提供如下建議：
1.教科書內容理應避免誘使學生對酸、鹼産生迷思概念。
2.診斷工具可以測驗出學生對酸、鹼教材內容的理解程度。
3.迷思概念可應用於酸、鹼的教學之中，以改善教師教學。

並列摘要

The main purpose of this study is to develop a closed paper-pencil test for assessing the ninth graders' misconceptions on Acids and Bases.
First of all, a paper-pencil test consisting of open ended questions was developed and some semi-structured interviews were exercised to identify the students' misconceptions. Then, a closed paper-pencil test was developed based on students' responses. The subject included 838 ninth graders selected from South (Kaoshiung City), Central (Chunghua City), and North (Tauyan county) Taiwan. The average difficulty index of the test is 0.57, and Kuder-Richardson 20 reliability 0.69.
The clinical interview questions was designed based on junior high level textbook. Thirty students from grade 9 were interviewed. The data were analyzed, grouped into knowledge categories and presented by the concept map, the major conclusions are found as following:
1. Students, in general, have more difficulties in learning Acids and Bases.
2. The students indeed have changed much through the school's teaching, but still exist many misconceptions in students' conception frameworks: These misconceptions are usually not easy to change. In this study, a two-tier multiple diagnostic instrument to compute percentage of grade-9 students' misconceptions on Acids and Bases was developed. Eventually, some suggestions were given:
1. The contents of textbooks must avoid misguiding students’ misconceptions on Acids and Bases.
2. This diagnostic instrument may prove helpful in assisting teachers to probe students' understanding on Acids and Bases.
3. Misconceptions are also applicable to the chemistry classes so as to improve teachers' teaching.