探討「圖卡操作」對化學式相關概念的學習成效

Exploring Using Card to effect on Learn about the Relevant Conception of Chemical Formula.

陳淑華

指導教授 ： 邱美虹博士

國立臺灣師範大學/理學院/科學教育研究所在職進修碩士班/碩士(2004年)

摘要

無資料

關鍵字

圖卡 ； 化學式 ； 反應方程式

並列摘要

The purpose of this study was to investigate the effectiveness of card upon the relevant concept of chemical formula. Quasi-experimental design and survey were adapted in the study. The subjects of the study were drawn from the junior high school in I-Lan county and divided into two groups. Sixty students from two classes participated in this study. The experimental group used learning method of card . The controlled group used were taught in traditional teaching. All subjects were conducted pretest, posttest, and delayed posttest. At the same time, all students wrote the questionnaire in order to know how student’s attitude toward different learning methods. The pretest, posttest, and delayed posttest were the same test items designed by investigator. The reliability（α）of pilot and posttest were .89 and .93. The quasi-experimental results were as follow：
（一）For all subjects：
（1）The experimental group was significantly better than controlled group in「test paper grade」、「chemical　formula」、「mass equal and conservation of atomic law」、「chemical reaction formula」、「knowledge」、「comprehension」.
（2）There was no significant differences in「chemistry and classification of element」、「mole」、「analysis」、「application」、「generalization」.
（二）students with different learning achievement：
（1）High performence group had significant differences in「test paper grade」、「chemical formula」、「chemical reaction formula」、「comprehension」、「analysis」and experimental group was better than controlled group.
（2）High performence group had no significant differences in「chemistry and classification of element」、「mass equal and conservation of atomic law」、「mole」、「knowledge」、「application」、「generalization」.
（3）Middle performence group had significant differences in「test paper grade」、「chemical　formula」、「mass equal and conservation of atomic law」、「chemical reaction formula」、「knowledge」、「comprehension」and experimental group was better than controlled group.
（4）Middle performence group had no significant differences in「chemistry and
classification of element」、「mole」、「analysis」、「application」、「generalization」.
（5）Low performence group had no significant differences in「test paper grade」、
「chemistry and classification of element」、「chemical formula」、「mass equal and conservation of atomic law」、「chemical reaction formula」、「mole」、「knowledge」、「comprehension」、「analysis」、「application」、「generalization」.

Survey investigation’s results found more students in the experimental group than the controlled group enjoyed the learning method. Controlled group had more number about not enjoying the learning method. More students in the experimental group than the controlled group thinked the learning method helpful. Controlled group had more number thinking about the learning method not helpful. If students can used card upon the relevant concept of chemical formula, they will have a great assistance about the relevant concept of chemical formula. Most experimental group foud helpful learn by doing teaching aid themselves. Subduple experimental group foud helpful learn by using card, especially in 「chemistry and classification of element」、「chemical formula」、「chemical reaction formula」. Above subduple experimental group foud funnier by using card and hoped usually to use actual practice activities.

In summary, card was helpful in the relevant concept of chemical formula. Especially,
students of middle learning achievement effected significantly. Because card contributed a
more analogous learning experience and new conception was connected with original
conception. Because use cards not only effect of picture but also hand-on. Hand-on could
promot students’ learning motivation and interest. Because student could practice
themselves and it is analogous the real life context. Using card could promot students’
learning achievements and motivation.

並列關鍵字

card ； chemical formula ； chemical reaction formula

參考文獻

陳淑華（2002）：化學式與平衡方程式創意教學法，科學教育月刊，第248期，38~40。

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教育部（2000）：九年一貫課程綱要。教育部編印。

邱美虹（2000）。概念改變研究的省思與啟示。科學教育學刊，第8卷第1期，1-34。

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