本研究採準實驗研究法來探究幼兒浮沉概念之發展,研究樣本分實驗組與控制組,實驗組樣本取自基隆市某學院附設幼稚園4到6歲幼兒18名,其中每年齡層6名,男女各半;控制組樣本取自基隆市公辦民營托兒所4到6歲幼兒18名,其中每年齡層亦為6名,男女各半;總計樣本數為36名。研究者以自行編製之「幼兒浮沉概念晤談與操作評量表」為研究工具,先對兩組幼兒進行前測,前測後對實驗組的幼兒依年齡分三組進行六週每週一次約半小時的浮沉活動,再以相同研究工具對兩組幼兒進行後測,最後根據前後測分數進行統計分析,並針對實驗組的六次浮沉活動歷程加以分析。 研究結果發現: 一、幼兒浮沉概念發展:(一)控制組與實驗組幼兒在前測上,兩組間並沒有顯著的差異。(二)控制組與實驗組的幼兒在後測上兩組間達到顯著的差異。(三)控制組幼兒在各個變項的前、後測結果並沒有達到顯著性的差異。(四)實驗組幼兒在各個變項的前、後測結果皆達到顯著性的差異。(五)實驗組不同年齡層的幼兒在前測上各組中有差異的情形發生。(六)實驗組不同年齡層的幼兒在後測上各組並沒有顯著的差異情形發生。(七)實驗組不同性別的幼兒在前、後測上各組中沒有差異的情形發生。 二、幼兒預測物體浮沉的依據分析:大部分的幼兒會依據物體的重量來猜測(67﹪)、分類(71﹪)及觀察比較(67﹪)物體的浮沉。 三、幼兒六次浮沉活動的歷程分析:(一)幼兒和研究者的互動較高,幼兒和幼兒間的互動較少。(二)研究者的提問,會刺激幼兒對浮沉概念的思考。(三)幼兒間對浮沉概念主動性的對話、正確判斷物體的浮沉現象、問題解決能力均為六歲組最早出現,其次五歲組,四歲組最晚。 關鍵詞:幼兒(young children)、浮沉概念(floating and sinking concept)
The research adopted quasi-experimental method to study young children’s development of floating and sinking concept. Selected children were divided into two groups: the experimental group and the contrast group. Each group had 18 children from 4 to 6 years of age, including three subgroups of three boys and three girls from each year. The former group came from an affiliated kindergarten of a college in the Keelung city; the latter came from a kindergarten operated by an officially-entrusted private agent. The children were pre-tested with the Evaluation Form of Young Children’s Development of Floating and Sinking Concept –Interview and Operation, compiled especially for this research. Then, each subgroup in the former group separately had a half-hour floating and sinking activity each week for six weeks. Then, the children in each group were post-tested. The test data were then analyzed. The results are as following: A.On the floating and sinking concept:(1) No difference was found in the pre-test for the experimental and contrast groups. (2) There is an obvious difference in the post-test for the two groups. (3) There is no obvious difference in the pre-test and post-test for the contrast groups. (4) There is no obvious difference in each item of the pre-test and post-test for the experimental groups. (5) There is difference in the pre-test for subgroups of different age. (6) There is no obvious difference in the post-test for the subgroups of different age. (7) There is no obvious difference in the pre-test and post-test for both sexes. B.Analysis of ways of knowledge of floating and sinking: (1) guess (67%); (2) classification (71%); (3) comparison from observation (67﹪). C.Analysis of course of floating and sinking activity: (1) In activity, there is more interaction between the children and the researcher than among the children themselves; (2) Putting questions to children will inspire their thinking; (3) Dialogues among children, judgment with evidence, and ability of solving problems all occurred firstly in the six-year-old subgroup, then the five-year-old, and then the four-year-old.
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