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題名:體現認知教學方案對六年級學生地球運動概念學習影響之研究
作者:施偉隆
作者(外文):Shih, Wei-Long
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:蔡清田
曾玉村
學位類別:博士
出版日期:2019
主題關鍵詞:體現認知心智延展假設概念改變有意義的學習雙視野地球儀embodied cognitionextended mind hypothesisconceptual changemeaningful learningdouble-view globe
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體現認知教學方案對六年級學生地球運動概念學習影響之研究
施偉隆
國立中正大學教育學研究所
摘 要
學習與心智的關係密切,教育學術社群對心智的觀點,將影響甚至決定學生學習的環境、材料、內容、方式與評量等。體現認知持心智延展的看法,認為認知歷程可概分為環境-身體-大腦即時的互動和歷時的循環互動兩種。前者接近無意識的歷程,後者為意識歷程。又兩種歷程可能協調也可能衝突,本研究以兩者明顯衝突的地球運動迷思概念,進行「體現認知教學方案」的教學,評估學生概念改變的情形是否產生有意義的學習。
本研究採混合研究的解釋式設計,在量化研究方面採等組前後測的準實驗設計,實驗組使用「google earth」及雙視野地球儀教學,對照組以傳統講述法及單視野地球儀教學,並以「地球的運動二段式診斷測驗」和自編「地球的運動推論性測驗」進行前測、後測,將兩種測驗的後測減前測的平均分數分別做獨立樣本t 檢定。在診斷測驗上,發現實驗組的得分高於較控制組,且達顯著差異;在推論性測驗上,發現實驗組的得分高於控制組,且達顯著差異。
在質性研究部分,選擇實驗組在兩項測驗得分上,有明顯進步的三位學生,進行半結構式訪談,發現有兩位學生在概念的本體論上有發生改變。綜合量化研究與質性研究的結果,本研究認為實驗組學生在迷思概念的程度有改變,且有學習遷移產生。亦即達成有意義的學習。
關鍵字:體現認知、心智延展論、概念改變、有意義的學
習、雙視野地球儀
A Study of the Influence on the Sixth Graders in Learning the Earth Movement Concept with the Instructional Plan based on Embodied Cognition
Shih Wei-Long
Graduate Institute of Education
National Chung Cheng University
Abstract
Leaning and mind are highly related. The views of academic and educational groups will influence, or even decide the learning environment, material, content, method, evaluation, etc. Embodied cognition holds the concept of extended mind hypothesis, in which indicates that cognitive processes can be categorized into two types: the instant interaction and diachronic circular interaction of environment, body and brain. The former is close to unconscious process and the latter is conscious. The two processes can be coordinated or conflicted. This research is based on the two conflicted concepts of Earth movement, in applying embodied cognition teaching and evaluation to see the conceptual change and generation of meaningful learning.
This research adopts the explanatory design of mixed-methods research, with the implement of equivalent pretest-posttest quasi-experimental design. The experimental group uses Google Earth and double vision globe, and the control group takes traditional instruction and single vision globe. The two-tier diagnostic assessment and a self-made inferential assessment of Earth movement are executed in the pretest and posttest. Taking the gain scores (posttest score minus pretest) to execute the independent sample t tests. The result of the diagnostic test shows that the experimental group scores more than control group, the result presents a significant difference. With regard to the inferential test, the experimental group gains more scores in comparison with the control group. Furthermore, the result presents a significant difference.
Regarding qualitative research, there are three students chosen from experimental group for their evident improvement in the two tests to take semi-structured interviews. At the end two of them appear conceptual change on Ontology. By integrating the quantitative and qualitative data, it is considered that the experimental group students’ misconception scale is changed and learning transfer occurs, which achieves meaningful learning.
Keywords: embodied cognition, extended mind hypothesis,
conceptual change, meaningful learning, double-
view globe
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