從系統典範探討板塊構造學說多重類比教學-「凱利方格法」（RGT）之系統性應用

A Study on Teaching Plate Tectonics with Multiple Analogies from the Perspective of System Paradigm : An Application of Repertory Grid Technique

陳可恭(Ke-Kung Chen)

指導教授 ： 楊文金 博士

國立臺灣師範大學/理學院/科學教育研究所/博士(2004年)

摘要

無資料

關鍵字

系統典範 ； 板塊構造學說 ； 多重類比 ； 凱利方格法

並列摘要

A Study on Teaching Plate Tectonics with Multiple Analogies from the Perspective of System Paradigm:
An Application of Repertory Grid Technique

Ke-Kung Chen

Abstract
The research aims to apply the core thinking of General System Theory to the study on “Teaching Plate Tectonics with Multiple Analogies (TPTMA).” Since the research is an attempt in a new approach, the author does the theoretical research on “the epistemological implication of system paradigm in science education” firstly. Then, Plate Tectonics is adopted as the target system to investigate the construction of TPTMA Model by means of G. Kelly’s Repertory Grid Technique (RGT).
When conducting the empirical study, we select Control group (CT group), Multiple-Analogy group (MA group) and MA with RGT group (MR group) to undertake different instruction treatments along with the pre-test and the post-test on “Plate Tectonics”. The instruction treatments are as follows: (1) CT group is taught based on the original textbook and the usual teaching process. (2) MA group is taught with TPTMA Information System designed by the author. (3) MR group is taught with TPTMA Model sophisticatedly arranged by the author. The MR group has to take RGT rating and the feedback information, which contains the conceptual system change of an individual student, the cognitive difference between the teacher and the student. The result reveals that the three groups do make progress from the pre-test to the post-test. Arranged in decreasing order, the effect size Cohen’s d’s (Cohen, 1988) are 1.53 for MR group, 1.16 for MA group and 0.53 for CT group. What’s more, according to the multiple comparisons in Scheffe’s method, a significant contrast is illustrated while any two of the three groups are compared with each other (α=.05). After the empirical study, it is also proved that RGT can achieve a lot in helping “construction and management of TPTMA Information System,” “exploration of learners’ understanding of analogies (Learners’ Construct System)” and “proposition of TPTMA Model.”
In addition, by interviewing individual students, the author finds that multiple analogies have the following remarkable impacts on learners’ thinking tracks: (1)Simple analogies and complex analogies have respectively enlightening and enforcing effects. (2)The mutual concepts of various analogies can emerge a new schema. (3)Multiple analogies can stimulate learners’ spontaneous generation of analogical mapping. (4)Multiple analogies can enhance learners’ dynamic inference of causality. (5)Multiple analogies help the self-awareness of limitation on analogies. (6)The systematic suggestion of multiple analogies can help the integration of concepts.
In conclusion, by making appropriate use of RGT, learners can easily draw a clear picture of the relative associations of multiple analogies and multiple target concepts. Besides, instructors can detect learners’ conceptual change dynamically and provide the feedback for the learners immediately. Therefore, RGT combined with multiple analogies can offer a tremendous help in teaching Plate Tectonics.

Key words: System paradigm, Plate Tectonics, Multiple Analogies, Kelly’s Repertory Grid Technique (RGT).

並列關鍵字

System paradigm ； Plate Tectonics ； Multiple Analogies ； Kelly’s Repertory Grid Technique (RGT)