Title

跨年級學生氧化還原概念發展歷程

Authors

張育倩

Key Words

概念演化 ; 解釋融貫性

PublicationName

臺灣師範大學科學教育研究所學位論文

Volume or Term/Year and Month of Publication

2009年

Academic Degree Category

碩士

Advisor

邱美虹

Content Language

繁體中文

Chinese Abstract

本研究主要目的為探究跨年級學生氧化還原概念之發展歷程以及解釋融貫性之相關性,研究工具以問卷為主,研究對象為七年級、八年級、九年級、高中一年級、高中二年級以及大學階段之學生,人數共702人。 本研究將氧化還原概念分為四個主概念,分別為「概念本質」、「反應過程」、「氧化力」、「反應次序」。研究結果發現氧化還原概念在各個主概念皆包含重要類型3至5種,並且可以統整出10種心智模式,其中狹義科學模式主要在八年級階段建立,而廣義科學模式則是在高一階段建立。 最後利用PAUP*軟體進行概念演化樹分析,並綜合統整出跨年級學生氧化還原概念發展歷程,在狹義科學心智模式的發展歷程中,首先建立主概念一「概念本質」,其次為主概念二「反應過程」和主概念三「氧化力」,最後才發展主概念四「反應次序」。而在廣義科學心智模式的發展歷程中,首先建立主概念四「反應次序」,其次為主概念一「概念本質」和主概念三「氧化力」,最後才建立主概念二「反應過程」。其中,在狹義科學心智模式的發展中,雖然主概念四「反應次序」最晚建立,但是一旦建立後就不容易回歸於錯誤概念,但主概念三「氧化力」不論是在狹義科學或廣義心智模式的發展中,都較難完全成功建立。

English Abstract

The main purpose of this research is to study the developing process of cross-grade students’ oxidation-reduction conception and the correlation of explanatory coherence. Survey is the major study tool, and the target group is grade-7th, grade-8th, grade-9th, fresh-man and sophomore in high-school, and university students. The total amount is 702 students. The research divides oxidation-reduction conception into 4 major concepts, including「nature」,「reaction process」,「oxidation capability」and「reaction sequence」. We find the oxidation-reduction conception in each major concept includes 3 to 5 major types, and there is 10 mental models. In which, the science model of narrow sense is established in grade-8th and the wide sense is established in the first grade of high school. Finally, use PAUP*software to proceed concept-evaluation-tree analysis and obtain developing process of cross-grade students’ oxidation-reduction conception. In the developing process of science mental model of narrow sense, first of all is to establish major concept 1st 「nature」, secondary is concept 2nd 「reaction process」and concept 3rd 「oxidation capability」 and then finally is concept 4th 「reaction sequence」. However, the developing process of science mental model of wide sense, first of all is to establish concept 4th 「reaction process」, secondary is concept 1st 「nature」and concept 3rd 「oxidation capability」, and then finally establish concept 2nd 「reaction process」. In the developing process of science mental model of narrow sense, although concept 4th 「reaction sequence」is the last established, once it is established and will not easily to lead to wrong concept; however, no matter in narrow or wide sense, it is more difficult to establish concept 3rd 「oxidation capability」.

Topic Category 理學院 > 科學教育研究所
社會科學 > 教育學
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