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題名：「多媒體動態評量」低獲益受試者之認知缺陷與協助策略分析
書刊名：特殊教育研究學刊
作者：莊麗娟 引用關係
作者(外文)：Chuang, Li-chuan
出版日期：2001
卷期：21
頁次：頁109-133
主題關鍵詞：多媒體動態評量；浮力概念；認知缺陷；協助策略；科學教育；Multimedia dynamic assessment；Buoyant concepts；Cognitive deficits；Assisted strategies；Science education
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:32
  • 點閱點閱:31
　　　　　本研究屬「多媒體動態評量模式」兩階段研究中的第二階段。第一階段主要在檢視研究者所發展的「多媒體動態評量模式」的具體效益，該研究結果支持此評量模式可同步獲致區辨個別差異(區辨力)、提昇解是能力與學習情意(助益力)，以及預測未來表現(預測力)等三項效益。而本研究(第二階段研究)則擴展以往國外外有關動態評量的研究型態，進一步的追蹤第一階段研究中的解題能力未明顯提昇的受試者(低獲益受試者)4人，採用個別晤談診斷的方式，進行重測，藉之分析此低獲益受試者的認知缺陷與解題障礙，並試探有效的協助方式，以作為進階評量診斷與教學設計的參考。研究結果顯示：1.在認知缺陷方面，低獲益受試者主要的迷思概念在於缺乏「質量保留」觀念，且其解題歷程顯現「直覺思考」、「片面思考」、「矛盾思考」、「非系統性思考」等缺乏思考結構的現象；從高抽象、多訊息試題的高錯誤率中可知，該類受試者之「工作記憶」較為不足、無法有效的進行「心像推理」與「連鎖比較」，並呈現注意力方面的缺陷；此外，對於已習得的解題策略，缺乏「自發性的遷移能力」。2.在協策略方面，從實際試探中發現，舉例類推、圖示、對照比較、提供運算結構、分解再結合、保留思考時間、單純練習等方法，可有效調整概念並提昇解題能力。
　　　　　The purpose of this study was to describe the phenomena of cognitive deficits among the low-gainers, and to explore the effectiveness of assisting strategies to facilitate their learning dynamic assessment (MDA) on the buoyant concepts. Based on posttest, four lowest gainers were picked out (two low-gainers selected from the domain of daily life problems solving and the other two from the domain of abstract reasoning). The subjects were retested by means of diagnostic interview. Comparing the record of posttest and retest, the researcher reached the following findings: 1.The low-gainers tended to have following cognitive deficits: (1)lacking the structuralized thinking. (2)the limited capacity of working memory. (3)failing to develop insightful learning for transfering. 2.As far as the assisted strategies concerned, giving examples and analogies, illustrating, contrasting and comparing, suggesting calculation structure, using whole-part-integration problem solving processes, giving more thinking time and simple practice whole-part-integration problem solving processes, giving more thinking time and simple practice could be effective strategies to change misconceptions and promote problem-solving abilities.
Other
1.Thorpe, Pamela K.(1999)。A hierarchical linear modeling approach towards the dynamic assessment of mathematical conceptual learning(9835543)。  new window
期刊論文
1.Budoff, M.、Corman, L.(1974)。Demographic and psychometric factors related to improved performance on the Kohs learning potential procedure。American Journal of Mental Deficiency，78(5)，578-585。  new window
2.Hewson, M. G.(1986)。The acquisition of scientific knowledge: Analysis and representation of student conceptions concerning density。Science Education，70(2)，159-170。  new window
3.莊麗娟、邱上真、江新合(19970100)。國小六年級浮力概念動態評量的效益分析。測驗年刊，44(1)，71-94。new window  延伸查詢new window
4.Jitendra, A. K.、Kameenui, E. J.(1993)。Dynamic assessment as a compensatory assessment approach: A description and analysis。Remedial and Special Education，14(5)，6-18。  new window
5.Ferrara, R. A.、Brown, A. L.、Campione, J. C.(1986)。Children's learning and transfer of inductive reasoning rules: Study of proximal development。Child Development，57，1087-1099。  new window
6.Gerber, M. M.、Semmel, D. S.、Semmel, M. I.(1994)。Computer-based dynamic assessment of multidigit multiplication。Exceptional Children，61(2)，114-125。  new window
7.Burns, M. S.、Vye, N. J.、Bransford, J. D.、Delclos, V.、Ogan, T.(1987)。Static and dynamic measures of learning in young handicapped children。Diagnostique，12(2)，59-73。  new window
8.吳國銘、洪碧霞、邱上貞(19950100)。國小學童在動態評量中數學解題學習歷程與遷移效益之探討。測驗年刊，42，61-84。new window  延伸查詢new window
會議論文
1.黃湘武、黃寶鈿(1986)。學生推理能力與概念發展之研究。臺北市。  延伸查詢new window
2.莊麗娟、江新合、邱上真、謝季宏、羅寶田(2000)。多媒體動態評量之效益分析－以浮力問題為例。沒有紀錄。  延伸查詢new window
研究報告
1.Leonard, W. J.、Gerace, W. J.、Dufresne, R. J.、Mestre, J. P.(1994)。Concept-based problem solving in physics。  new window
2.王龍錫(1991)。我國學生自然科概念發展與診斷教學之研究（一）：小學生浮力概念發展之結構圖研究。沒有紀錄。  延伸查詢new window
學位論文
1.簡月梅(1998)。互動式提示多點計分電腦化適性測驗(碩士論文)。國立師範大學。  延伸查詢new window
2.江秋坪(1995)。動態評量對國語資源班學童鑑別與協助效益之探討(碩士論文)。國立台南師範學院。  延伸查詢new window
3.陳進福(1997)。國小輕度智障兒童數學解題動態評量之研究(碩士論文)。國立嘉義師範學院。  延伸查詢new window
4.莊麗娟(1996)。國小六年級浮力概念動態評量的效益分析(碩士論文)。國立高雄師範大學。  延伸查詢new window
5.莊麗娟(1999)。系統化多元評量模式之發展研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
6.江文慈(1993)。槓桿認知能力發展的評量與學習遷移歷程的分析：動態評量之應用(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.歐瑞賢(1997)。國小學生比例推理能力動態評量之效益分析，0。  延伸查詢new window
8.林頌恩(1995)。國中物理解題之後設認知研究，0。  延伸查詢new window
9.徐芳立(1998)。提示系統對增進國中一年級學生自問自答策略與閱讀理解能力之成效分析，0。  延伸查詢new window
圖書
1.Bymes, J. P.(1996)。Cognitive Development and Learning in Instructional Contexts。Boston：Allyn and Bacon。  new window
2.Bruning, R. H.、Schraw, G. J.、Ronning, R. R.(1995)。Cognitive psychology and instruction。Prentice Hall。  new window
3.Feuerstein, R.(1979)。The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques。The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques。Baltimore, MD：Addison-Wesley Publishing Corporation。  new window
4.Hallahan, D. P.、Kauffman, J. M.、Lloyd, J. W.(1999)。Introduction to learning disabilities。Allyn & Bacon。  new window
5.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
6.Lidz, C. S.(1991)。Practitioner's guide to dynamic assessment。New York：Guilford Press。  new window
7.Bender, W. N.(1995)。Learning disabilities: characteristic identification, and teaching strategies。Learning disabilities: characteristic identification, and teaching strategies。Boston, MA。  new window
8.Galotti, K. M.(1999)。Cognitive psychology in and out of the laboratory。Cognitive psychology in and out of the laboratory。Belmont, CA。  new window
9.Peters, J. M.、Gega, P. C.(1998)。How to teaching elementary school science。How to teaching elementary school science。New Jersey。  new window
10.Karplus, R.、Formisano, M.、Paulsen, A.(1979)。Proportional Reasoning and Control of Variables in Seven Countries。Cognitive Process Instruction: Research on Teaching Thinking Skills。Philadelphia, PA。  new window
11.Supancheck, S. P.(1989)。Effects of dynamic assessment approach with developmentally delayed children。Doctor of Philosophy in Special Education。Ann Arbor, MI。  new window
其他
1.Ferrara, R. A.(1987)。Learning mathematics in the zone of proximal development: The importance of flexible use of knowledge，0。  new window
2.Knodel, Monika C.(1997)。Dynamic assessment of written language (learning disabilities)，0。  new window
3.Kragler, S.(1986)。Dynamic versus static testing: Impact on reading placement of reading underachievers，0。  new window
 
 
 
 
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