Title

探討不同教學方式對高中生學習四季概念的影響

Authors

何玉婷

Key Words

概念改變 ; 教學策略 ; 四季成因 ; conceptual change

PublicationName

臺灣師範大學地球科學系學位論文

Volume or Term/Year and Month of Publication

2004年

Academic Degree Category

碩士

Advisor

許瑛玿

Content Language

繁體中文

Chinese Abstract

學生在接受教育前,往往已經根據自身的感官經驗,在心中發展一套想法解釋自然現象。然而,學生發展的先前知識,礙於本身侷限的經驗與推論,經常與科學家們所認同的科學概念有所出入,有時很難藉由教學的過程加以改變,常造成學習的困擾,阻礙學習的進行(Hashweh, 1986;Vosniadou & Brewer, 1992)。這些和科學家們所認同的科學概念相左的概念,稱為另有概念(Gilbert & Swift, 1985)。 人們發現學生的另有概念是根深蒂固,必須藉由特殊的教學策略才能加以改變(Hashweh, 1986)。文獻中常見的概念改變教學策略有異例、類比、電腦模擬、合作學習、Driver和Oldham的教學模式等。在本研究中將異例、類比、電腦模擬等教學策略設計於教師中心和學生中心的課程,以苗栗縣某國立高中四班高二第一類組選修地球科學的學生為研究對象,試圖探討不同教學方式對學生進行「四季成因課程」中的概念改變情形,以及了解不同空間能力、學習方式的學生,在學習成效的差異情況。 首先,研究者以「四季成因診斷測驗」及概念圖分析高二學生在進行課程之前具有的四季成因另有概念。並利用準實驗研究法探討「四季成因課程」對學生學習四季成因概念改變的情形。 研究獲得以下結果: 1.接受過四季成因概念改變課程的學生,其在四季成因的概念瞭解上有顯著的進步。 2.接受學生操作教學法的學生其概念圖後測成績顯著高於接受其他教學法之學生,而接受學生模擬教學法之學生其後測成績顯著高於老師模擬。在課程第二階段,「產生其他另有概念」的學生中,學生操作組的學生並未產生新的另有概念,而老師模擬組有較多學生產生新的另有概念,其中又以產生日地距離之另有概念的人數最多。 3.高空間能力之學生在概念圖前測上的得分顯著高於低空間能力的學生。且具有中或高空間能力的學生,在後測晤談的壓克力半球上繪製的太陽視運動軌跡以及診斷測驗有關於太陽視運動軌跡(第12題)的答對率會較高。 4.學習方式為練習與記誦的學生其概念圖後測成績顯著高於學習方式為遊戲與仿作的學生,而學習方式為同儕教學的學生顯著高於學習方式為協同研究、獨立研究、討論或遊戲與仿作的學生。 5.比較三種診斷工具,診斷測驗所偵測到另有概念皆較概念圖偵測到的多,因為診斷測驗本身希望能偵測到所有另有概念,所以就算是學生認為有可能造成的四季,但非四季的主要成因,仍舊可以透過診斷測驗偵測到。若學生診斷測驗前測的另有概念類型可以包含概念圖前測的另有概念類型,則診斷測驗的概念分類較接近晤談結果。若學生診斷測驗前測的另有概念類型並未包含概念圖的另有概念類型,則須斟酌診斷測驗與概念圖的分類結果才會較接近於晤談結果。

Topic Category 基礎與應用科學 > 地球科學與地質學
理學院 > 地球科學系
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