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題名：以自然科實作評量探究學生的認知發展與學習成效
書刊名：教育與心理研究
作者：吳璧純 引用關係
作者(外文)：Wu, Pichun
出版日期：2003
卷期：26:1
頁次：頁1-22
主題關鍵詞：認知發展；槓桿原理；實作評量；U形曲線；Cognitive development；Law of levers；Performance assessment；U-shaped curve
原始連結：連回原系統網址new window
相關次數：
  • 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(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:7
  • 點閱點閱:88
本研究以國小四年級、六年級以及國中二年級學生為受試者，並以較具建構教學取向的實作評量卷三種作為教學引導的工具，以探究不同年級而且具有不同「槓桿原理」知識的學生其學習槓桿原理公式的成效。研究結果顯示：國小四年級的學生雖然會進行實作裝置的探究，但是還沒有「覺知」槓桿原理中的基本關係；至於，六年級的學生在丙卷上呈現認知表現的「退化」現象；而國中二年級的學生大都已經學會了槓桿原理的公式。不同年齡的學習成效反應不同的認知發展現象，本文並就認知發展的觀點，探討本研究之結果在教學應用上的含意。
The present study is a cross-sectional one. The purpose of the study is through performance assessment to explore students’ cognitive development. Focusing on exploring students’ learning effects on the concept of the “law of levers”, three forms of tests were conducted, and three grades of students participated in this study. They are 37 fourth grades, 38 sixth graders, and 44 eighth graders who have different degrees of knowledge concerning the law of levers. The results reveal：1.) The fourth graders can manipulate the assessment device very well, but they are not aware of the object-relationship within the law of levers. 2.) The sixth graders have a regressive performance on the C-form test. 3.) The eighth graders have learned the principle of the law of levers. The instructional applications of the results are discussed in the study.
期刊論文
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2.Gilbert, J. K.、Swift, D. J.(1985)。Towards a Lakatosian analysis of the Piagetian and alternative conceptions research programs。Science Education，69(5)，681-696。  new window
3.Yager, R. E.(1991)。The constructivist learning model: Towards real reform in science education。The Science Teacher，58(6)，52-57。  new window
4.Driver, R.、Oldham, V.(1986)。A constructivist approach to curriculum development in science。Studies in Science Education，13(1)，105-122。  new window
5.吳璧純(19960600)。從變異與選擇建構論的觀點看另類評量。教育研究月刊，49，46-61。new window  延伸查詢new window
6.Bickhard, M. H.(1978)。The nature of developmental stages。Human Development，21，217-233。  new window
7.Foltz, C.、Overton, W.、Ricco, R. B.(1995)。Proof construction: Adolescent development from inductive to deductive problem-solving strategies。Journal of Experimental Child Psychology，59，179-195。  new window
8.Hewson, P. W.、Hewson, M. G.(1984)。The role of conceptual conflict in conceptual change and the design of science instruction。Instructional Science，13，1-13。  new window
9.Kaiser, M. K.、McCloskey, M.、Proffitt, D. R.(1986)。Development of intuitive theories of motion: Curvilinear motion in the absence of external forces。Developmental Psychology，22，67-71。  new window
10.Kuczaj, II. S. A.(1978)。Children's judgments of grammatical and ungrammatical irregular past tense verbs。Child Development，49，319-326。  new window
11.Paris, S. G.、Lindauer, B. K.(1976)。The role of inference in children's comprehension and memory for sentences。Cognitive Psychology，8，217-227。  new window
12.Shymansky, J. A.(1997)。Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics。Journal of Research in Science Teaching，34，571-593。  new window
13.Stavy, R.、Tirosh, D.(1996)。Intuitive rules in science and mathematics: The case of 'the More of A - the More of B'。International Journal of Science Education，18，653-667。  new window
圖書
1.Maschler, Chaninah(1968)。Structuralism。Paris, France：Universities of France Press。  new window
2.教育部國小自然實驗課程研究發展小組(1996)。解決問題模式的教學。臺北：臺灣省國民學校教師研習會。  延伸查詢new window
3.李坤崇(1999)。多元評量。台北：心理。  延伸查詢new window
4.Small, M. Y.(1990)。Cognitive development。Orlando, Florida：Harcourt Brace Jovanovich。  new window
5.Von Glasersfeld, E.(1995)。Radical constructivism: A way of knowing and learning。London：The Falmer Press。  new window
6.Ginsburg, H. P.、Opper, S.(1988)。Piaget's theory of intellectual development。Englewood Cliffs, NJ：Prentice Hall。  new window
7.Glynn, S. M.、Yeany, R. H.、Britton, B. K.(1991)。The psychology of learning science。Lawrence Erlbaum Associates, Inc.。  new window
8.行政院教育改革審議委員會(19951104)。第二期諮議報告書。臺北市：行政院教育改革審議委員會。  延伸查詢new window
9.Steffe, Leslie P.、Gale, Jerry E.(1995)。Constructivism in education。Lawrence Erlbaum Associate, Inc.。  new window
10.Campbell, R. L.、Bickhard, M. H.(1986)。Knowing Levels and Developmental Stages。Basel, Switzerland：New York：Karger。  new window
11.Ausubel, David Paul(1968)。Educational Psychology: a cognitive view。New York：Holt, Rinehart and Winston, Inc.。  new window
12.李永吟、單文經(1995)。教學原理。遠流。  延伸查詢new window
13.Driver, R.(1995)。Constructivist approaches to science teaching。Constructivism in education。Hillsdale, NJ。  new window
14.板橋國校教師研習會自然組(1995)。實驗本教材第十冊。實驗本教材第十冊。臺北。  延伸查詢new window
15.陳文典(2001)。「自然與生活科技」的評量工作。九年一貫課程：自然與生活科技領域教學示例。臺北。  延伸查詢new window
16.(2001)。九年一貫課程：自然與生活科技領域教學示例。九年一貫課程：自然與生活科技領域教學示例。臺北。  延伸查詢new window
17.(1989)。國中理化第二冊。國中理化第二冊。臺北。  延伸查詢new window
18.Bever, T. G.(1982)。Regressions in mental development: Basic phenomena and theories。Regressions in mental development: Basic phenomena and theories。Hillsdale, NJ。  new window
19.Brooks, J. G.、Brooks, M. G.(1993)。In search of understanding: The case for constructivist classroom。In search of understanding: The case for constructivist classroom。Alexandria, VA。  new window
20.Keating, D. P.(1980)。Thinking processes in adolescence。Handbook of adolescent psychology。New York, NY。  new window
21.(1987)。Proceedings of the second international seminar: Misconceptions and educational strategies in science and mathematics。Proceedings of the second international seminar: Misconceptions and educational strategies in science and mathematics。Ithaca, NY。  new window
22.Siegler, R. S.(1984)。Mechanisms of cognitive growth: Variation and selection。Mechanisms of cognitive development。New York, NY。  new window
23.(1984)。Mechanisms of cognitive development。Mechanisms of cognitive development。New York, NY。  new window
24.Strauss, S.、Stavy, R.(1982)。U-shaped behavioral growth。U-shaped behavioral growth。New York, NY。  new window
25.Vuyk, R.(1981)。Overview and critique of Piaget's genetic epistemology 1965-1980。Overview and critique of Piaget's genetic epistemology 1965-1980。London, UK。  new window
圖書論文
1.Gunstone, R. F.(1994)。The importance of specific science content in the enhancement of metacognition。The content of science: A constructivist approach to its teaching and learning。London：Falmer Press。  new window
2.Carey, S.(1999)。Sources of conceptual change。Conceptual development: Piaget's legacy。Lawrence Erlbaum associates。  new window
3.Smith, E. L.、王美芬(1991)。科學學習的概念改變模式。The psychology of learning science。Hillsdale：LEA。  延伸查詢new window
 
 
 
 
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