探究國中小學生科學圖解的閱讀認知歷程

謝欣昀

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探究國中小學生科學圖解的閱讀認知歷程

A Study on Students’ Cognitive Process of Scientific Diagrams Reading.

謝欣昀 , Masters　　Advisor：林陳涌　　

繁體中文

科學圖解；認知歷程；視覺素養；符號； scientific diagram ； cognitive process ； visual literacy ； symbol

Abstract │ Reference (92) │ Times Cited (1) │ Altmetrics

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Abstract 
      The research is to study from the perspective of cognitive psychology the cognitive process in which students read scientific diagrams. The goal is to explore the differences in the cognitive process between student groups in five and eight grades and to find out the possible sources of difficulties that students encounter when reading scientific diagrams. Furthermore, the research is to disclose how symbols and conventions affect students' cognitive process of reading scientific diagrams by understanding students' interpretation to symbol systems in scientific diagrams. The purpose of the research is to facilitate resources for improving students' visual literacy, to provide guidance and reference to teachers for their tutoring on scientific diagram, and to offer recommendation to diagram designer for their development of diagrams. The researcher designed and conducted face to face semi-structural interviews with a convenient sample of student group consisting of nine students in five grades and eleven students in eight grades in Taipei. During the interviews, the students were provided with scientific diagrams for their reading. The researcher observed and collected data on the student readers' cognitive process while the students were reading. The interview approach allows the researcher to study in-depth the cognitive process, the difficulties and the strategies the students experience and utilize to interpret scientific diagrams.The research results involves qualitative analysis on interview output and multi-case study coupled with descriptive statistics. The primary findings are: (1) Most students chose where on a scientific diagram to begin with as a result of their visual perception, in particular, the framing and salience of the composition. (2) Students rely on the framing of composition and personal reading habbits rather than prior knowledge or explanatory notes to determine the flow of the diagrams. (3) In lack of background knowledge, students oftentimes inappropriately partititon a scienctific diagram. Therefore, they may oftentimes read a scientific diagram in meaningless chucks.  (4) Students are oftentimes unable to get the hint from the arrows in functional diagrams designed to exhibit motion processes. (5) All five grades students and all eight grades underachievers who are in lack of background knowledge are oftentimes in need of effective strategies to facilitate the understanding of scientific diagrams.

Reference ( 92 ) 〈TOP〉

王亦欣 (2003)：探討國二學生閱讀漫畫表徵的文本對地球科學概念學習的影響-以天文和溫室效應為例。國立台灣師範大學科學教育研究所碩士論文。
連結：
吳惠琪 (2005)：高中學生科學閱讀歷程與閱讀策略之硏究。國立台灣師範大學生命科學系研究所碩士論文。
連結：
吳翠珍 (1996)：媒體教育中的電視素養。新聞學研究，53，39-59。
連結：
呂宏修 (2007)：從系統功能語言學觀點探討學生閱讀科學課文---以肺循環文本為例。國立台灣師範大學科學教育研究所碩士論文。
連結：
李仁豪 (2000)：視覺注意力能否分裂？國立台灣大學心理學研究所碩士論文。
連結：

Times Cited (1) 〈TOP〉

李佳翰(2011)。寫作融入實驗活動對國中學生的認知與情意影響之研究 ─以空氣單元為例。臺灣師範大學生命科學研究所學位論文。2011。1-201。

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