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題名：從量子哲學觀探討概念理解本質之研究：以國三學生電流概念為例
作者：蔡嘉興
作者(外文)：Tsai Chia-Hsing
校院名稱：國立高雄師範大學
系所名稱：科學教育研究所
指導教授：周進洋
連坤德
學位類別：博士
出版日期：2007
主題關鍵詞：量子哲學；概念理解；電流；quantum philosophy；conceptual understanding；current
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從量子哲學觀探討概念理解本質之研究：
以國三學生電流概念為例
摘要
本研究採用量子哲學的觀點，從本體論、認識論和方法論三個面向探討概念理解的本質，以國三學生為研究對象，採質、量並重的研究設計。在量化研究的階段，以二段式診斷工具對高雄地區四所國中14個國三班級，共483位學生進行施測，以瞭解國三學生的電流概念理解情形，並分析學生的概念理解特性。在個案研究階段，選取四位具有電流另有概念的學生，分別施以半開放式紙筆測驗、半開放式限制字連結測驗與半結構式概念晤談，以瞭解診斷工具對個案學生呈現出的概念理解之影響，藉以分析個案學生的概念理解特性。最後，根據群體學生和個案學生的概念理解特性，建構量子理解的UNIT模型，用以詮釋學生的概念理解。本研究得到以下的結論：
一、 學生的概念理解在本體論上具有整體性：概念診斷是診斷工具與學生概念理解狀態的交互作用過程，不可避免地將學生的概念理解狀態化約成特定的面向，因而難以呈現出學生概念理解的全貌。
二、 學生的概念理解在認識論上具有多重性，對同一科學現象，學生在不同的問題情境中，可能會呈現出多重的理解，即使這些多重理解彼此可以相互對立。
三、 概念理解診斷是理論負載的，沒有中立的測量；當診斷工具設計完成後，限制就產生了。概念診斷工具的解析度愈高，診斷出的概念理解類型的集中度愈差。
四、 量子理解的UNIT模型可以詮釋學生的概念理解特性，整體性是學生內隱的概念理解特性，非單一性是學生外顯的概念理解特性，呼應了多重實在的觀點，理論負載強調了交互作用的測量觀點，凸顯了概念理解診斷的限制，不確定性則呈現了概念理解診斷上難以確定的整體特質。
The Perspectives of Quantum Philosophy on the Nature of Conceptual Understanding: A study regarding the Concept of Current for Ninth Graders
Abstract
Based on the perspectives of quantum philosophy, this study was aimed to investigate the nature of students’ conceptual understanding focusing on the ontological, epistemological and methodological aspects. The study methods included both quantitative and qualitative approaches. In the quantitative phase, the two-tier instrument was administered to 483 9th graders to explore the patterns and nature of their conceptual understanding about current. In the qualitative phase, the methods of the two-tier instrument, semi-open-ended paper-and-pencil test, word association and interviews on current concepts were conducted to detect four students’ conceptual understanding about current and uncover their features. The results were constructed to yield the UNIT model of quantum understanding to interpret students’ conceptual understanding. The findings were as follows:
1. In the ontological aspect, students’ conceptual understanding involves the nature of integrality. Diagnosing reflects the process of diagnostic instrument interacting with the status of students’ conceptual understanding. It is unavoidable to reduce students’ conceptual understanding depending on the instrument’s focus. Therefore, it is difficult to show the whole picture of students’ conceptual understanding.
2. In the epistemological aspect, students’ conceptual understanding owns the nature of multiplicity. For the same scientific phenomena, students might hold multiple understandings in different contexts, even though they are sometimes contradictory with each other.
3. In the methodological aspect, diagnosing conceptual understanding is theory-laden, and there is no neutral observation. When the instrument was designed, the limits come into existence simultaneously.
4. The UNIT model has been constructed to interpret students’ conceptual understanding. Integrality and nonsingularity is to represent the implicit and explicit nature of students’ conceptual understanding respectively. Theory-laden is emphasized the viewpoint of interaction to show the limits on conceptual diagnosis. And, uncertainty is emerged from the whole nature of students’ conceptual understanding.
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