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題名：高中生細胞膜生理現象概念改變教學之發展研究
書刊名：國立臺北教育大學學報. 數理科技教育類
作者：盧秀琴／林玟均
作者(外文)：Lu, Chow-chin／Lin, Wen-chiung
出版日期：2006
卷期：19:1
頁次：頁67-93
主題關鍵詞：細胞膜生理現象；概念改變模式；5E學習環教學策略；概念改變教學；Cell membrane physiological phenomenon；Conceptual change model；5E constructive learning cycle；Conceptual change teaching
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本研究主要在探討高中生物個案教師的教學策略，高中生學習「細胞膜生理現象」時具有的另有概念，並以概念改變模式作為理論依據，以5E學習環教學策略當作主要的教學策略，設計「細胞膜生理現象」概念改變教學活動，採用準實驗研究法進行高二學生的教學實驗，並分析其教學成效。 研究結果發現高中生物個案教師的教學策略主要為一般講述教學，根據學生具有細胞膜生理現象的另有概念，設計六個概念改變教學活動進行教學。經由資料分析發現，接受概念改變教學的實驗組學生，獲得細胞膜生理現象的概念認知顯著優於接受一般講述教學的對照組學生（t =2.373，p<0.05），且持續存在，未受到成熟效應的影響；實驗組學生在DODT、CPPA得分進步超過對照組學生0.32 ES和0.63 ES的實驗效果量。從詮釋性分析發現，細胞膜構造模型類比與物質進出細胞膜的電腦動畫講解能幫助學生釐清部分的另有概念，記憶性的概念可藉由講述法再次加強就能提昇學習成效，「滲透的過程、濃度與張力」屬於不同類別間的遷移，學生的另有概念較難改變，若能利用實驗教學法，學生確能從實驗結果正確分析實驗假說是否獲得支持；這些概念改變教學活動可推薦給高中教師使用。
This study is mainly to investigate the teaching strategies of a teacher and alternative conceptions of the senior high school students who finish the curriculum of cell membrane physiological phenomenon. According to the types of alternative conceptions, we design conceptual change teaching by using conceptual change model and 5E constructive learning cycle. We use the quasi-experimental method to inquire the effect. The results indicated that the senior high school teacher uses mainly expository instruction teaching. Based on the types of alternative conceptions, we designed six conceptual change teaching activities and teach them to students. Data analysis showed that the cell membrane physiological phenomenon conceptions of experimental-group students are definitely superior to the control-group students (t=2.373，p<0.05), and the effect lasts without being influenced by maturation. The conceptual change teaching can apparently promote the experimental-group students’ achievement, and their DODT and CPPA scores progress to surpass control-group students by 0.32 ES and 0.63 ES. The annotation analysis showed that cell membrane structure model analogy and the material turnover cell membrane by computer animation explanation could make students change their alternative conceptions. The memory conceptions can be enhanced by expository instruction. Osmosis process and both concentration and tensity are belonging to the migration between the different categories, so it is more difficult for students to change their alternative conceptions. If teacher uses an experimental teaching method, then student firmly can justity their experimental hypothesis based on their analysis on experimental result. Some conceptual change teaching activities may be recommended for high school biological teachers.
期刊論文
1.郭人仲、徐順益、王國華(1995)。國中生物概念的類比學習之研究。科學教育，9，51-65。  延伸查詢new window
2.盧秀琴(2005)。中小學「細胞概念類比測驗」的發展與效化。國立台北師範學院學報，18(1)，87-116。  延伸查詢new window
3.Gentner, D.、Toupin, C.(1986)。Systematicity and surface similitive in the development of analogy。Cognitive Science，10，277-300。  new window
4.Friedler, Y.、Amir, R.、Tamir, P.(1987)。High school students’ difficulties in understanding osmosis。International Journal of Science Education，9(5)，541-551。  new window
5.Odem, L.、Kelly, P. V.(2001)。Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students。Science Education，85(6)，615-635。  new window
6.Marek, E. A.、Cowan, C. C.、Cavallo, A. M. L.(1994)。Students' misconceptions about diffusion: how can they be eliminated?。The American Biology Teacher，56(2)，74-77。  new window
7.Zuckerman, J. T.(1994)。Problem solvers' conceptions about osmosis。The American Biology Teacher，56(1)，22-25。  new window
8.曾千虹、耿正屏(19930400)。國小、國中及高中學生之細胞概念發展。科學教育，4，157-182。  延伸查詢new window
9.盧秀琴(20040300)。不同教學策略影響中小學學生學習顯微鏡相關課程之探究。國立臺北師範學院學報. 數理科技教育類，17(1)，147-172。new window  延伸查詢new window
10.Odom, Arthur Louis、Barrow, Lloyd H.(1995)。Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction。Journal of Research in Science Teaching，32(1)，45-61。  new window
11.Pearsall, N. R.、Skipper, J. E. J.、Mintzes, J. J.(1997)。Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in Biology。Science Education，81(2)，193-215。  new window
12.邱美虹(20000300)。概念改變研究的省思與啟示。科學教育學刊，8(1)，1-34。new window  延伸查詢new window
13.Brown, D. E.(1992)。Using examples and analogies to remediate misconceptions in physics: factors influencing conceptual change。Journal of Research in Science Teaching，29(1)，17-34。  new window
14.Westbrook, S. L.、Marek, E. A.(1991)。A cross-age study of student understanding of the concept of diffusion。Journal of Research in Science Teaching，28，649-660。  new window
15.Duschl, R. A.、Gitomer, D. H.(1991)。Epistemological perspectives on conceptual change: Implications for educational practice。Journal of Research in Science Teaching，28(9)，839-858。  new window
16.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of a scientific conception: Toward a theory of conceptual change。Science Education，66(2)，211-227。  new window
17.謝祥宏、耿正屏、湯清二(19960300)。交互式多媒體教學系統對高中學生學習細胞生理之研究。科學教育學刊，4(1)，1-30。new window  延伸查詢new window
會議論文
1.盧秀琴、童禕珊(2003)。台北市高中生的擴散與滲透作用概念認知之研究。92學年度師範學院教育學術論文研討會。台南市：國立台南師院。  延伸查詢new window
研究報告
1.盧秀琴(2003)。科學概念學習研究（III）生物科子計劃六：國小及國一學生產生「顯微鏡下的世界」之另有概念成因的探討（II） (計畫編號：NSC 91-2522-S-152-007)。  延伸查詢new window
2.盧秀琴(2005)。國高中「細胞與細胞膜生理現象」的教學模組發展研究（I） (計畫編號：NSC 93-2511-S-152-008)。  延伸查詢new window
學位論文
1.郭哲銘(2004)。高中生活科技教師教學表徵之個案研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
圖書
1.Campbell, N. A.、Reece, J. B.(2003)。Biology concepts & connections。San Francisco：Benjamin Cummings Company press。  new window
2.Trowbridge, J. H.、Bybee, R. W.(1990)。Applying standards-based constructivism: A two-step guide for motivating students。New York：Cambridge University Press。  new window
3.Kuhn, Thomas S.(1962)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
4.Carey, S.(1985)。Conceptual change in childhood。Cambridge, Massachusetts：MIT Press。  new window
5.Keil, F. C.(1979)。Semantic and conceptual development: An ontological perspective。Cambridge, MA：Harvard University Press。  new window
6.Thagard, Paul(1992)。Conceptual Revolutions。Princeton University Press。  new window
圖書論文
1.Chi, M. T. H.(1992)。Conceptual change within and across ontological categories: Implications for learning and discovery in sciences。Cognitive models of science: Minnesota studies in the philosophy of science。Minneapolis：University of Minnesota Press。  new window
2.Glynn, S. M.(1991)。Explaining science concepts: A teaching-with-analogies (TWA) model。The psychology of learning science。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。  new window
3.Lakatos, I.(1970)。Falsification and the methodology of scientific research programmers。Criticism and the growth and the knowledge。Cambridge：Cambridge University Press。  new window
4.Stepans, J. I.(1991)。Developmental in students' understanding of physics concepts。The psychology of learning science。Hillsdale, NJ：Lawrence Erlbaum Associates, Publishers。  new window
5.Strike, K. A.、Posner, G. J.(1985)。A conceptual change view of learning and understanding。Cognitive structure and conceptual change。New York：Cambridge University Press。  new window
6.Gentner, D.(1989)。The mechanisms of analogical learning。Similarity and analogical reasoning。Cambridge University Press。  new window
 
 
 
 
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