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題名:國小學童「生物腐化」想法與相關繪本解讀之研究
書刊名:臺中教育大學學報. 數理科技類
作者:邱玉娟游淑媚 引用關係
作者(外文):Chiu, Yu-chuanYu, Shu-mey
出版日期:2006
卷期:20:1
頁次:頁27-61
主題關鍵詞:生物腐化想法繪本解讀Biological decayConceptionPicture storybookInterpretation
原始連結:連回原系統網址new window
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本研究在探討國小五年級學童於閱讀「生物腐化」相關繪本後,其想法類型與繪本解讀的情形。研究對象為中部某國小五年級二個班的學童63名,以雙層診斷工具及自行開發之開放性問卷施測,選取之半結構式晤談對象為20名。採取質性研究。以立意取樣,依比例選取各「生物腐化」想法類型之個案。於繪本閱讀前、後、及一個月後進行三次的半結構式晤談,分析想法類型、想法趨向以及與繪本的解讀。分居者間之一致性達0.92。研究結果顯示:在繪本分析部份,整體而言,其內容較偏向以「動物消費」類型來說明「生物腐化」現象。學童剛讀完繪本時,學童對繪本的解讀屬「動物消費」者,聚焦在16頁等含「吃」或「食物」的圖文說明,認為樹幹腐爛是被動物吃掉了;解讀屬「物理因素」者,則聚焦在22頁中對易造成腐化之環境的描述,學童將「下雨」、「下雪」,解讀為造成腐化的原因。部份學童未查覺繪本中有關腐化原因說明者,多留意在繪本的故事情節。學童讀完繪本一個月,則聚焦在故事的情節以及介紹棲息於腐木的生物部分。研究結果期能提供科學繪本設計撰寫者以及未來研究之參考。
The purpose of this study was to investigate students’ conceptual patterns regard to “decay” and their interpretation of a picture storybook about “decay” after reading it. Subjects were 20 5th graders of two classes in certain primary school in central Taiwan. Qualitative research method was used. The Students’ Ideas about Decay Task was developed by a group of science educators and primary teachers. The construct and content validity of the task were established through the expert opinion of a group of science teachers, science educators, and ecologists. The semi-structured interview task was used to interview students before reading, after reading, and one month after reading a decay storybook. All interviews were audio taped for subsequent analysis about students’ conceptual patterns regards to “decay” and their interpretation of a picture storybook about “decay”. Interview data were coded and analyzed by researcher and two graduate students independently, and an inter-rater reliability of 92% was achieved. Results showed that students who belonged to “being eaten by animals” pattern focused on the words or pictures about “eat” or “food”. They thought being eaten by animals was the reason of decay. Students who belonged to “the influence of physical factors” pattern focused on the words or pictures about the surrounding of the decay. They thought “rain” and “snow” caused decay. Some students never noticed the interpretation of decay in the picture storybook. These students tended to focus on the story not on the concept in the picture storybook. Recommendations were made for science education research and practice.
期刊論文
1.Chiu, M.-H.、Chou, C.-C.、Liu, C.-J.(2002)。Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium。Journal of Research in Science Teaching,39(8),688-712。  new window
2.Helldén, G.、Solomon, J.(2004)。The persistence of personal and social themes in context:Long--and short--term studies of students' scientific ideas。Science Education,88(6),885-900。  new window
3.Hogan, K.、Fisherkeller, J.(1996)。Representing students'€™ thinking about nutrient cycling in ecosystems: Bidimensional coding of a complex topic。Journal of Research in Science Teaching,33(9),941-970。  new window
4.Lin, C. Y.、Hu, R.(2003)。Students’ understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration。International Journal of Science Education,25(12),1529-1544。  new window
5.Patent, D. H.(1998)。Science books for children: An endangered species?。The Horn Book,1998(May/Jun.),309-314。  new window
6.Pines, A. L.、West, L. H. T.(1986)。Interpretation of research within a sources--of--knowledge framework。Science Education,70(5),583-604。  new window
7.姜滿(19970600)。國小學童地球運動之想法與概念改變歷程。臺南師院學報,30,217-243。new window  延伸查詢new window
8.薛靜瑩、林陳涌(19990200)。學生對遺傳先前概念之探討。科學教育,217,2-16。  延伸查詢new window
9.游淑媚(20031000)。中、小學學生對生物腐化原因的想法類型。師大學報. 科學教育類,48(2),165-196。  延伸查詢new window
10.Duit, R.、Treagust, D. F.(2003)。Conceptual change: a powerful framework for improving science teaching and learning。International Journal of Science Education,25(6),671-688。  new window
11.Reiner, M.、Eliam, B.(2001)。Conceptual classroom environment-- a system view of learning。International Journal of Science Education,23(6),551-568。  new window
12.Leach, J.、Driver, R.、Scott, P.、Wood-Robinson, C.(1996)。Children's ideas about ecology 2: Ideas found in children aged 5-16 about the cycling of matter。International Journal of Science Education,8(1),19-34。  new window
13.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
14.郭重吉(19880600)。從認知觀點探討自然科學的學習。教育學院學報,13,351-379。  延伸查詢new window
15.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
會議論文
1.邱玉娟、游淑媚(200412)。國小學童閱讀相關繪本之生物腐化想法研究。中華民國第二十屆科學教育學術研討會。高雄縣:國立高雄師範大學。  延伸查詢new window
2.Graham, M. J.(2000)。A picture (book) is worth a thousand words。The Annual Meeting of the National Council of Teachers of English。Milwaukee。  new window
研究報告
1.游淑媚(2002)。中、小學學生生態概念研究 (計畫編號:NSC90-2511-S-142-006)。國立台中師範學院自然科學教育系所。  延伸查詢new window
學位論文
1.竇一龍(2003)。高一學生凸透鏡折射成像另有架構類型與成因(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.林玲遠(1999)。科學圖畫書之類型、結構與插圖分析(碩士論文)。臺東師範學院。  延伸查詢new window
3.陳怡如(2003)。兒童圖畫書閱讀行為與其性別角色態度之相關研究(碩士論文)。屏東師範學院,屏東縣。  延伸查詢new window
圖書
1.陳美智(1995)。台灣地區科學類兒童讀物調查研究(1985-1994)。台北市:漢美書局。  延伸查詢new window
2.葉懿慧、Cole, J.、Degen, B.(2003)。魔法校車-- 樹幹小精靈--生物分解的秘密。台北市:遠流出版社。  延伸查詢new window
3.Cho, B. K.、Kim, J. J.(1998)。Literature based science activities in kindergarten through children’s picture book。Tampa, Florida。  new window
4.West, L. H. T.、Pines, A. L.(1985)。Cognitive Structure and Conceptual Change。Academic Press。  new window
其他
1.教育部(2000)。全國兒童閱讀實施計畫,http://reading.educities.edu.tw/expert/announce/readingplan/readingplan.doc, 2000/08。  延伸查詢new window
2.教育部(2003)。九年一貫課程網要自然與生活科技學習領域,http://teach.eje.edu.tw/9CC/fields/2003/natureScience-source.php, 2003/03/10。  延伸查詢new window
3.彰化縣政府(2004)。彰化縣兒童閱讀護照實施計畫,http://reading.chc.edu.tw/plan.htm, 2004/06。  延伸查詢new window
圖書論文
1.Helldén, G.(1999)。A longitudinal study of pupils' understanding of conditions for life, growth and decomposition。Research in science education in Europe。London:Kluwer Academic Publisher。  new window
2.Helldén, G.(2001)。Personal context and continuity of human thought, recurrent themes in a longitudinal study of pupils' understanding of scientific phenomena。Research in science education--past, present, and future。Netherlands:Kluwer Academic Publishers。  new window
3.Helldén, G.(2003)。Longitudinal studies-providing insight into individual themes in science learning and students' views of their own learning。Science education research in the knowledge--Based society。Netherlands:Kluwer Academic Publishers。  new window
4.Wandersee, J. H.、Mintzes, J. J.、Novak, J. D.(1994)。Research on Alternative Conceptions in Science。Handbook of Research on Science Teaching and Learning。New York, NY:Macmillan Publishing Company。  new window
5.Driver, R.、Guesne, E.、Tiberghien, A.(1985)。Children’s ideas and the learning of science。Children's ideas in science。Philadelphia:Open University Press。  new window
 
 
 
 
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