以多元觀點探討中學生氧化還原迷思概念

A Mulit-Persprective to Understand the Nature of Misconception

詹耀宗(Yao-Tsung Chan) ； 邱鴻麟(Houn-Lin Chiu)

《高雄師大學報》 17期 (2004/12) Pp. 337-358

https://doi.org/10.7060/KNUJ.200412.0337

摘要

本研究採取多元觀點來瞭解我國中學生氧化還原迷思概念的本質。本研究的多元觀點有三：一從命題知識陳述的語意分析概念的意義。二、從概念圖分析迷思概念的概念空間位置。三、從迷思概念的意義分析概念發展的階段。本研究為我國中學生概念學習測驗結果分析。施測採樣為分層隨機抽樣，有效總樣本數國二有3520人、國三有3441人、高二有2885人。研究結果發現；我國中學生在氧化還原及燃燒的迷思概念有三個特點，一、對氧化還原及燃燒概念的命題陳述理解的不完整。二、對氧化還原及燃燒概念的相關概念有不當的錯置與連結。三、概念發展尚未達到概念發展的最高階段一形式階段。除了上三個不同面相的分析結果外，本研究也發現學生的迷思概念在整體上有一個共同特質：學生科學概念的不完整性。學生會呈現迷思概念是因為概念階段的發展不完整，所以無法掌握這個主題概念下最關鍵的核心概念及結構。因此對命題陳述的反應產生了錯誤的概念連結、錯置概念空間位置或不當歸類推理的種種外顯表現。

關鍵字

多元觀點 ； 氧化 ； 燃燒 ； 迷思概念

並列摘要

An approach of multi-perspective was employed to understand the nature of misconception in the lesson unit of oxidation and combustion. There are three approaches of different perspectives: semantic content approach, conceptual space approach, and conceptual development approach. The samples of this study came from a national wide survey of students' misconception in Taiwan, including 3520 8th graders, 3441 9th graders and 2885 11th graders. The test items in this study included two items in combustion of candle, and one item in the rusting of nail. The results revealed the following findings: The deviation of students' naïve concepts from scientific concepts, from semantic content approach, show three common patterns, namely, the pattern of language intuition, the reduction patterns, and the pattern of logical reasoning. From the approach conceptual space, students' misconceptions resulted from the error connection between signified objects. Viewing from the stage of conceptual development, students' concept formation stays in the classificatory level, but the scientific concepts in the test items were the formal level. The gap between these two levels might result in students' misconception.

並列關鍵字

multi-perspective ； oxidation ； combustion ； misconception