樣式結構與回饋對幼兒發現重複樣式的影響

The Effects of Pattern Structure and Feedback on Repeating Pattern Finding in Kindergarten Students

吳昭容(Choa-Jung Wu) ； 嚴雅筑(Ya-Chu Yen)

《科學教育學刊》 16卷3期 (2008/06) Pp. 303-324

https://doi.org/10.6173/CJSE.2008.1603.04

摘要

重複樣式意指一組元素的循環，例如紅、藍、紅、藍的串珠、四季、舞蹈、音樂等，數學教育學者認為樣式的經驗是學習代數的基礎。本研究採用橫排的色點要求幼兒預測下一色，隨即翻出答案作為回饋，並在材料上操弄單位長度和樣式複雜度兩個結構因素，以探究幼兒覺察與確認重複規律的歷程。參與者取樣自台北市三個幼稚園，4歲半和5歲半的幼兒各20名。結果兩個年齡層幼兒單從題面掌握樣式的正確率相當，4和6兩種長度對正確率的影響也不顯著，但複雜度明顯地影響表現。單位內無重複元素如abcd，前後元素的關係單純，難度最低；單位內有相鄰的重複元素時，知覺的相似性法則會使aabc群組成類似abc的不重複樣式，減低知覺上的複雜度，但在答題過程又須分解aa為獨立元素，以正確預測下一個元素，故難度居中；單位內有不相鄰的重複元素會顯著較前二樣式困難，由於abac的重複元素其後續元素具不確定性，幼兒必須擴大比對的範圍，方能提高正確率。此外，兩個年齡層運用回饋的能力不同，回饋提升4歲半幼兒表現的幅度不及5歲半幼兒，三種複雜度的樣式發現均有進步，但以第三種複雜樣式－重複不相鄰提升的幅度最低，顯示單純的回饋無法大幅提升發現此類重複樣式的表現，發展單位化能力才是關鍵。

關鍵字

重複樣式 ； 複雜度 ； 單位化 ； 群組 ； 回饋

並列摘要

This research is aimed to analyze the influence of both structural factors and age on the kindergarten students' finding of repeating patterns and the variance of such influences in terms of immediate feedback. The repeating pattern is a series of repeat occurrences of specific parameters such as ”Red-Blue-Red-Blue” beads, four seasons, high and low tide, patterns on clothes, dancing and music. The repeat patterns finding is the perception and confirmation of repeat orders. The structural factors of both unit-length and complexity have been maneuvered in the experiment, the former included 4-and-6-unit and the later have been classified as ”repeat and adjacent”, ”repeat and NOT adjacent” and ”NO repetition” according to complexity. The objectives of this research have been grouped as 4.5-and-5.5 year-olds and the total number of students was 20 per group and 40 overall. The result of accuracy analysis indicated that the performance of the two groups was almost identical and the influence of unit-length on accuracy rate was not clear, whereas the complexity of attern had the greatest influence on the performance of these children. The accuracy rate of ”repeat and NOT adjacent” was much lower than the other two types. Since the sequence of repeating element of ”abac” is unstable, the uniting ability is most needed for child to discover such repeat patterns. With the type of ”repeat and adjacent” represented as the law of similarity, while the repetition of ”aa” is simpler to identified within ”aabc”, they must be treated as individual element in the process of answering. The child’s ability to perceive was continuously examined through the two processes. The ”NO repetition” type is consequently the simplest type with pure elements. The accuracy rate over the performance of perception in the group of 4.5- year-old-child will be upgraded with the intervention of feedback, but it's not as good as the upgrading in 5.5s. The influence of feedback on different levels of complexity have indicated the following: the ”NO repetition” type have been upgraded to full accuracy, the ”repeat and NOT adjacent” type have shown greatest upgrading in accuracy and the accuracy rate was almost identical with ”NO repetition” type after modification, and while the average accuracy rate of ”repeat and NOT adjacent” type haas also been also upgraded after feedback. The range of upgrading was comparatively small within three types. Although the rhythm method may be regarded as an alternative strategy for children to discover patterns through observation, it can not be seen as a measurable unit of perception. Finally, the researchers analyzed the participant's history for answering empirical questions and provided frequent suggestions for research related to curriculum studies for kindergarten students.

並列關鍵字

Feedback ； Complexity ； Repeating pattern ； Unitization ； Grouping

參考文獻

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