幼稚園與二年級兒童速度概念之微觀發展研究

The Microgenetic Research of Young Children's Speed Concept

江淑卿(Shwu-Ching Jiang) ； 陳昱蓁(Yu-Chen Chen) ； 潘于君(Yu-Chun Pan)

《臺北市立教育大學學報. 教育類》 39卷1期 (2008/05) Pp. 61-95

https://doi.org/10.6336/JUTe/2008.39(1)2

摘要

本研究採微觀發展法，探討POE速度概念教學對幼稚園與二年級兒童速度概念之改變及遷移效果，並分析教學歷程中幼小兒童速度概念之改變情形。選取幼稚園大班及國小二年級各24名，共48名兒童為對象。實驗組接受四個POE速度概念教學活動，各活動包含五個連續的子活動，前後測及遷移測實施「速度概念與科學推理晤談工具」，控制組前後測及遷移測與實驗組相同，但不接受教學活動。採三因子混合設計變異數分析驗證效果，以百分比分析瞭解速度概念之改變情形。研究發現：1.POE速度概念教學能改變幼小兒童「速度概念－變因」，且效果因年齡而有差異。在教學歷程中，二年級較大班能理解影響快慢的結構變項，且不易受表面變項的混淆，經引導幼小兒童漸能區辨結構和表面變項的影響，大班在結構變項概念與二年級趨近，惟大班仍易受表面變項影響。2.POE速度概念教學對幼小兒童「速度概念－現象與一維分析」有改變效果。在教學歷程中，二年級較大班能直接和間接比較物體運動快慢，大班經引導在直接比較概念有進步，但在間接比較概念未有進步，二年級經引導在部份較差的直接比較和間接比較概念略有進步，漸能依物體相距遠近判斷快慢。3.POE速度概念教學對幼小兒童的教學效果，未能遷移至「速度概念－二維分析」。

關鍵字

速度概念 ； 預測－觀察－解釋策略 ； 微觀發展法

並列摘要

The purpose of this study was based on microgenetic method to explore the effect of POE instruction on young children's speed concept. It also tried to explore young children's development of speed concept during the process of POE instruction. The 48 subjects were kindergarten and second grade children. The experimental groups received four activities of POE instruction. Each activity was consisted of five continuous sessions. The control group received no instruction. The interview tool of science concepts and scientific reasoning was conducted as pretest, posttest and transfer test. Three-way mixed design analysis of Variance was used to verify the effects. The percentage analyses were used to explore changes of speed concept. The results indicated: (1) The POE instruction effectively promoted ”variable” concept of young children and the effects would be different according to different ages. The young children's ”variable” concept could be gradually promoted, but kindergarten had limited of surface variable concept during the process of instruction. (2) The POE instruction effectively promoted ”phenomenon and one dimensional analyses” concept of young children. During the process of instruction, kindergarten's direct compare concept had obvious progression and second grade children's direct and indirect compare concept had some progression. And (3) the effect of POE instruction could not transfer to young children's ”two dimensional analyses” concept.

並列關鍵字

microgenetic method ； prediction-observation-explanation strategy ； speed concept

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