Title

探究八年級學生對力持有的「意義」、「心智模式」與「內在一致性」

Translated Titles

An investigation of 8th graders's "meanings of Force","mental models" and

Authors

施宗翰

Key Words

迷思概念 ; 概念改變 ; 力的意義 ; 心智模式 ; 解釋一致性 ; 內在一致性 ; misconception ; conceptual change ; meaning of force ; mental model ; explanatory consistence ; internal consistence

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

2007年

Academic Degree Category

碩士

Advisor

邱美虹

Content Language

繁體中文

Chinese Abstract

摘要 本研究是以Vosniadou(2002)的研究為基礎及使用相同研究的工具,並試圖探討學生在不同情境下持有「力的意義」,與「內在一致性」情形。研究對象為82名台北市八年級的學生,在無教學的情況下給予施測,並挑選30名學生作晤談,最後將這些資料編碼,作為量化與質性分析的來源。 研究結果發現學生的心智模式不同於Vosniadou的結果,學生對於力的意義在不同情境下,會有改變的情形,不同於Vosniadou所宣稱:「近九成孩童的心智模式具有狹隘且內在一致性之力的解釋」。研究顯示學生的心智模式可分成四種模式,分別為「初始模式」、「漸進模式」、「混合模式」與「類科學模式」。本研究並無發現完全符合「科學模式」的類型。在同一個年齡層中,這四種模式有漸進的意涵,有如橫向的概念改變形式。本研究根據所定義的心智模式「內在一致性」,量化一致性的程度。研究結果顯示:四種心智模式中,以「類科學模式」的一致性最高,其次是「漸進模式」,接著是「混合模式」,最低為「初始模式」。 最後,若能針對「混合模式」設計合適的教學,便能夠使學生的心智模式修正成為「類科學模式」或「科學模式」。

English Abstract

Abstract The research was based on Vosniadou’s research(2002) using the same tool to investigate what meaning of force and internally consistent interpretation of force. 82 8th graders in Taipei city were tested without any instruction. Among these, 30 students were interviewed. Finally, coding these data for the source of quantitative and qualitative analysis were conducted. The finding of this study is different from Vosniadou’s. The students’ understanding of the meaning of the force changed in different contexts that is not similar as Vosniadou’s finding: most of the children(88.6%) made use of a small number of relatively well-defined and internally consistent interpretations of force. The results showed that the mental models of the students could be classified into four categories. These are” Initial Model”, “Progressive model”, “Mixed model” ,and “Similar scientific model”. The result showed that none of the students had scientific model. In the same age, these four models seem to be progressive gradually, as one kind of transversely conceptual change.The internal consistence was defined by the author and then is measured the degree of that in this study. The result showed that among these categories, the degree of consistence ” Similar scientific model” is superior, secondly ” Progressive model “, the next “Mixed model”, and the lowest is” Initial Model”. Finally, if we can design a suitable instruction in the light of “Mixed model”, the model held by the students can be revised to be “Similar scientific model” or “Scientific model”.

Topic Category 理學院 > 科學教育研究所
社會科學 > 教育學
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Times Cited
  1. 張志康(2009)。從概念改變理論探究建模教學對學生力學心智模式與建模能力之影響。臺灣師範大學科學教育研究所學位論文。2009。1-315。