高雄市國中小學生氣體迷思概念的認知類型、層次、頻率分佈及認知發展的分析研究

Grades 4-9 Pupils' Cognitive Patterns, Levels, Frequency Distribution and Evolution in Learning the Particle Theory of Gases

林財庫(Tsai-Ku Lin) ； 林慧潔(Hueih-Jier Lin)

《科學教育學刊》 11卷3期 (2003/09) Pp. 297-330

https://doi.org/10.6173/CJSE.2003.1103.04

摘要

本文以「氣體微粒理論之兩階段式診斷工具」的施測和部分測後晤談的質性與量性資料來研究高雄市小四至國三共1261位學生（測後晤談96位）學習氣體之相關概念時（包括氣體的基本組成要素、要素間的交互作用、要素的基本性質（質量、恆動性、體積與溫度間的關係）、氣態的特徵、以及狀態間的轉化（蒸發與凝結）等共8個概念）所既有的、或新生的迷思概念類型。運用物質微粒理論（或原子假說、或機械典範）之四對核心範疇的16種(24=16)排列組合作為原型來識別（編碼）、歸類、排序受測者對這8個概念之各種迷思概念的認知類型，分析其頻率分佈及各概念之各種認知類型隨著不同年級的頻率變化情形（圖2至圖17）。這種新的識別和分類方法也被用來整理前人的研究結果，分析其可能成因，並與本研究所得到的結果進行比較。比較後發現本研究樣本的各種迷思概念類型雖然多數與西方國家的學童相同（不過頻率分佈一般而言都不同），但也存在一些重要的不同類型，尤其是四種與物質本體論相關、具有一般意義的新迷思概念類型，分別是(1)至少有15%以上的國小樣本無法區分「本原（基本組成）與起源或成因」等的不同點（即本原＝起源＝成因（或原因））；(2)至少有20%的國中小樣本認為「描述了發生的過程就相當於解釋了發生的原因（過程＝原因）」；(3)至少有25%的國中小樣本認為「物性可以離開物質獨立存在，或把物性當作是物質（物性＝物質）」；(4)有些國中小樣本認為「物性（或物質）有如種子可以再產生其他物質（即物質也像生命體一樣可以生成新物質；物性或物質＝種子）」。本研究還發現(1)平均至少有50%以上的國中小樣本沒有「氣體具有基本組成要素或結構單元」的本體論信念；(2)至少有50%以上的國小樣本及10%以上的國中生樣本無法區辨「原因與結果（原因＝結果）」。概括所有數據分析的結果顯現出一些規律性的變化，例如國中樣本對於上述氣體的8個重要概念的平均認知層次一般都較國小樣本為高，頻率分佈的標準差較國小為寬，高層次認知的頻率較國小為多，且在5、7年級時平均認知層次較4、6年級時稍高，在9年級時則有顯著的提升，但各概念的平均認知層次都在8以下（理論的最高層次為16，圖10）。本文最後分析氣體迷思概念的一些一般特徵，並討論本文的各種主要發現在發展教材和教學上的可能意義及應用。

關鍵字

機械典範 ； 微粒理論 ； 迷思概念 ； 認知類型 ； 模式識別

並列摘要

A two step diagnostic instrument, which includes a two tier paper pencil test and post-test interviews, was conducted to investigate 1261 Taiwanese Grades 4-9 pupils' misconceptions in learning the particle theory of gases. This instrument includes eight important concepts of gases, such as gas is made of particles, there is empty space and interaction between particles, particles are in constant motion, particles have mass, heating changes the volume of a gas, and the fundamental characteristics of matter in gaseous state, evaporation and condensation etc. Each item on the written test consists of a content question having four choices, followed by a space for the pupil to write in the reason why the particular choice was selected. Two months after the written test, 96 of the participating students were interviewed individually and in depth. Four pairs and 16 sets of combinations (2^4=16) of characteristic categories of the particle theory of matter have been used to code, classify and sequence the quantitative data collected from the written test and post test interviews. This new method for coding and classification helped us to find several significant findings, they are (1) at least 50% of all of the pupils do not believe air has fundamental composition; (2) 15% grades 4-9 pupils could not distinguish the different meanings between compositions, origin, and cause of air; (3) about 20% grades 4-9 pupils could not tell the difference between processes, results and cause of air; (4) about 25% consider properties (e.g. fragrance) as materials, or that properties (fragrance) can be isolated from materials (e.g. perfume=water+fragrance); (5) 2% grades 4-6 believe that objects (or properties) can produce new materials (similar to the function of seeds); (6) about 50% grades 4-6 and 10% grades 7-9 pupils could not differentiate cause and effect or cause and process. The cognitive patterns, models, levels and frequencies distributions of pupils in learning the particulate theory of gas are summarized in tabular form. Some interesting features and the most common misconceptions generalized from the empirical data are discussed and compared with the findings in other countries. Specific educational implications of these research findings for science education are proposed.

並列關鍵字

Misconceptions ； Cognitive Patterns ； Particle Model of Matter ； Mechanism and Reductionism ； Atomism

參考文獻

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