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以述詞分析法探究多重類比對兒童電學概念改變之影響

Investigate the Use of Multiple Analogies Promoting Pupils' Conceptual Change of Electric Current via Predicates Analysis

摘要


近二十年來,有越來越多科學教育的研究支持類比及多重類比對於學生學習複雜概念之成效的卓越貢獻(Chiu & Lin, 2005; Duit, 1991; Glynn, 1989; Spiro, Feltovich, Coulson, & Anderson, 1989; Venville & Treagust, 1996;邱美虹和林靜雯,2002),但論及類比對於概念改變的助益時卻顯得眾說紛紜。Dagher (1994)認為此乃因檢測類比對於概念改變的意涵時,缺乏層級及視野之定義之故。據此,本研究利用多重類比的設計,選取國小四年級中等程度學生32名,隨機、平均分配至對照組、單一類比組、相似類比組及互補類比組,以探查多重類比對電學概念學習的影響,並藉Chi (Chi, 1992; Chi, Slotta, & de Leeuw, 1994)之本體架構,以述詞分析(Slotta & Chi, 1995)為判准,釐清類比於概念改變中的定位。研究結果顯示:多重類比有助於電學概念的學習,且學生對於電流概念的本體分類經述詞分析後發現,互補性多重類比有助於兒童於電學概念學習時,由物質本體跨越至過程本體的概念改變。再者,唯物類比並非阻礙學生概念改變的主因,真正妨礙學生概念改變的是其將電流視為物質的預設。反之,只要類比的設計慮及欲教授概念的本質及預設,將有助於提供具體表徵,協助學生審視自我概念與科學概念的異同,進而造成概念改變。

並列摘要


For the past two decades, a growing amount of research has shown that the use of analogies and multiple analogies in science teaching and learning promotes meaningful understanding of complex scientific concepts (Spiro, Feltovich, Coulson, & Anderson, 1989; Glynn, 1989; Duit, 1991; Venville & Treagust, 1996; Chiu & Lin, 2002; 2005). However, researchers can't get a common view of how analogies promote conceptual change. Dager (1994) supposed the main reason is that the examining of analogies locks the definitions of conceptual change's levels and eyeshot. Based on their arguments, this research designed multiple analogies of electric current, selected 32 middle achievement 4(superscript th) grade students, and randomly assigned them to a control group, a single analogy group, a similar analogies group and a complementary analogies group. The researchers hoped to investigate the role of analogies in pupils' electric current understanding, and find its position in conceptual change. The results of this study show that multiple analogies are helpful to the learning of electricity concepts, and the comparisons of conceptual change via predicates analysis also indicate that complementary analogies can help pupils shift their electricity concepts from a MATTER to a PROCESS ontology. Besides, materialistic analogies are not a barrier to conceptual change; the intrinsic factor is the presupposition that students treat electric current as matter. To the contrary, when we design analogies, we should consider the nature and presupposition of the concepts we want to teach. These then, will be helpful to supply concrete representations to help students become aware of the difference between self-concepts and scientific concepts. It this happens, conceptual change will take place.

參考文獻


邱美虹、林靜雯(2002)。以多重類比探究兒童電流心智模式之改變。科學教育學刊。10(2),109-134。
Arnold, M.,Millar, R.(1987).Being constructive: An alternative approach to the teaching of introductory ideas in electricity.International Journal of Science Education.9,553-563.
Arnold, M.,Millar, R.(1988).Teaching about electric circuits: a constructivist approach.School Science Review.70(251),149-151.
Brown, D. E.(1992).Using examples and analogies to remediate misconceptions in physics: factors influencing conceptual change.Journal of Research in Science Teaching.29(1),17-34.
Brown, D. E.(1993).Refocusing core intuitions: A concretizing role for analogy in conceptual change.Journal of Research in Science Teaching.30(10),1273-1290.

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