Title

中學生月相盈虧相關迷思概念類型與概念改變過程之探討

Authors

呂志峰

Key Words

迷思概念 ; 月相 ; 概念改變 ; 中學生

PublicationName

臺灣師範大學地球科學系學位論文

Volume or Term/Year and Month of Publication

2007年

Academic Degree Category

碩士

Advisor

許瑛玿

Content Language

繁體中文

Chinese Abstract

學生在進行學習之前,具有的前備知識(prior knowledge),因受限於本身經驗與個別推論,有別於專家所持有的科學概念 (Osborne & Gilbert, 1980)。學生所發展出來的概念是不完整,甚至是不正確的,此稱為迷思概念(Driver & Easley, 1978; Clark & Peterson, 1986)。這些概念很難藉由學習加以改變,往往形成學習的絆腳石,阻礙學習的進行(Vosniadou &Brewer, 1992)。 為了有效改變學生所具有的迷思概念,許多的教學策略被提出來以促進學生進行概念改變(何玉婷, 2005)。諸多促進概念改變的教學策略裡,常見的認知衝突策略是使用異例(anomaly)、類比(Duit, 1991; Gentner, 1998)、電腦模擬教學以及TEL model課程設計模式(Hsu, Ying-Shao, Wu, Hsin-Kai & Hwang, Fu-Kwun, 2008)。本研究以彰化縣某國中二年級兩個常態班級的學生為研究對象,試圖探討國中二年級學生在進行「月相盈虧成因課程」前後概念改變情形,並了解不同空間能力的學生概念改變的差異情形。 首先,研究者以「月相盈虧成因診斷測驗」分析國中二年級學生在進行課程前所具有的月相盈虧成因迷思概念,並在課程後測探討「月相盈虧成因課程」對學生學習月相盈虧成因概念改變的情形。 研究獲得以下結果: 1. 學習前學生的概念模式有七種。科學模式解釋月相盈虧成因的學習者有5位;在迷思概念類型中有9位以月食的模式來解釋月相盈虧成因,而有10位同學以位置模式解釋月相盈虧成因,最後有4位以混合模式解釋月相盈虧成因。 2. 學生在教學後較多人呈現出部份或完整的科學概念。 3. 學生在經過課程之後仍持有迷思概念,其中月食模式的學生最多(3位)。 4. 高、低空間能力學生在經過月相盈虧課程之後概念有顯著改變,顯示課程教材對高、低空間能力學生獲得較顯著的成效。

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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