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題名：三～六歲幼兒對重量概念的認知：基礎認知與現象推理
書刊名：科學教育學刊
作者：莊麗娟 引用關係
作者(外文)：Chuang, Li-chuan
出版日期：2007
卷期：15:1
頁次：頁73-97
主題關鍵詞：重量；浮沈；落體；概念發展；Conceptual development；Floating and sinking；Free fall；Weight
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(6) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:11
  • 點閱點閱:43
　　本研究屬「幼兒重量概念發展」系列研究之一，其目的主要在探測此概念內涵中，比較原發、經驗性推理，分別檢視幼兒對重量的「基礎認知」（含觸感辨識、詞彙理解與重量推測）與「現象推理」（含搬物、落體、浮沈等效應）。研究者鑑於幼兒的認知特質，強調以呼應檢視焦點的故事畫面，來誘發幼兒的想像與推理，期望鮮活的捕捉其思考的互動網絡。研究結果顯示，24 名3～6 歲幼兒：（1）已能區辨物體的輕重，唯對於微量重量差異（5 克以內）的觸感辨識，需至6 歲才成熟；（2）對「輕、重」字彙的理解萌發尚早，然在極輕物體中，較無法理解「比較重」與「有重量」二詞的意涵；（3）已能自發採用多元線索，進行重量的預測與現象的推理，「重量」為搬物、落體與浮沈現象的必要考量因素；（4）在如何搬動重物上，能自發提出「力的合成」、「物的分解」、「力的轉換」等三類型解決方法；（5）在如何提昇落體效果上，部分早慧或較年長幼兒，除改善「落體條件」外，另涉及「被撞擊物」的調整；（6）在浮沈推理上，呈現較強烈的認知衝突，並出現「無關聯想」、「隨機線索」、「並立法則」、「協調邏輯」等四種推理機制。
This study was aimed to explore the rudimentary understanding of weight among young children, such as tactile experiencing and the reasoning of weight phenomena. Among 24 participants, we reached the following results: Firstly, the concept of weight was apparent to most of the young children through the tactile exploring although only the 6-year-olds were able to detect the fine differences within 5 grams among the light objects. Secondly, all participants were capable of using the terms such as "heavy" and "light". However, through tactile experiencing in light objects, they had difficulty in terminology to understand "heavier" and "weight". Thirdly, even the 3-year-olds were able to construct the rationale from multiple cues to predict and make inference about weigh as a crucial factor. Fourthly, in solving the problem of moving objects, young children have already developed the strategies by the composition and transformation of force and the resolution of object. Fifthly, on the ways to promote the effect of the free fall, the older children or those who excel in thinking showed their understanding not only in improving the condition of falling object but also in adjusting the fragility of the struck objects. Lastly, in regard of reasoning of floating and sinking, young children faced considerable cognitive conflicts; in the meantime, they employed the reasoning strategies such as irrelevant imagination, arbitrary clue-searching, either-or principle and logic-modifying.
期刊論文
1.Wynn, K.(1992)。Addition and subtraction by human infants。Nature，358，749-750。  new window
2.Smith, C.、Carey, S.、Wiser, M.(1985)。On differentiation: A case study of the development of the concepts of size, weight, and density。Cognition，21，177-237。  new window
3.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
4.莊麗娟、邱上真、江新合、謝季宏、羅寶田(2001)。多媒體動態評量之效益分析--以自然科浮力概念為例。測驗年刊，48(1)，43-70。new window  延伸查詢new window
5.Baillargeon, R.、Gräber, M.(1987)。Where is the rabbit? 5.5-month-old infents/rcpresentation of the height of a hidden object。Cognitive Development，2，375-392。  new window
6.Bar, V.、Zinn, B.、Goldmunts, R.(1994)。Children’s concepts about weight and free fall。Science Education，78(2)，149-169。  new window
7.Blewitt, P.(1994)。Understanding categorical hierarchies: The earliest level of skill。Child Development，65，1279-1298。  new window
8.Cromer, A.、Zahopoulos, C.、Silevitch, M. B.(1994)。Physical science fundamentals。The Science Teacher，61，42-45。  new window
9.Galili, I.、Bar, V.(1997)。Childrcn’s operational knowledge about weight。International Journal of Science Education，19，317-340。  new window
10.Koslowski, B.(1980)。Quantitative and qualitative changes in the development of seriation。Merrill Palmer Quarterly，26(4)，391-405。  new window
11.Linn, M. C.(1977)。Scientific reasoning: Influenceson task performance and response categorization。Science Education，61，357-365。  new window
12.Maloney, D. P.(1985)。Rule-govemed approaches to physics: conservation of mechanical energy。Journal of Research in Science Teaching，22(3)，261-278。  new window
13.Osbome, R.(1984)。Children’s dynamic。The Physics Teacher，22(8)，504-508。  new window
14.Posner, G. J.、Gertzog, W. A.(1982)。The clinical interview and the measurement of concept changes。Science Education，66(2)，195-200。  new window
15.Rose, S. A.、Blank, M.(1974)。The potency of context in children'€™s cognition: An illustration through conservation。Child Development，45，499-502。  new window
16.Rowell, J. A.、Dawson, C. J.(1977)。Teaching about floating and sinking: An attempt to link cognitive psychology with classroom practice。Science Education，61(2)，245-253。  new window
17.莊麗娟(20040600)。三～六歲幼兒對重量概念的認知：本質認知與保留推理。科學教育學刊，12(2)，159-182。new window  延伸查詢new window
會議論文
1.侯天麗、莊麗娟、邱上真(2002)。藝術、文學與科學的對話：多層次兒童動畫繪本的編製。e 世代的創意教與學術研討會。嘉義市：國立嘉義大學。  延伸查詢new window
2.陳玉真、簡淑真(2004)。幼兒浮沈概念發展之研究。中華民國第二十屆科學教育學術研討會。高雄縣：國立高雄師範大學理學院。  延伸查詢new window
研究報告
1.林顯輝、王龍錫、黃嘉崑、王靜如、祖莊琍(1992)。國小兒童水循環概念之研究 (計畫編號：NSC-81-0111-S-153-02)。屏東市：屏東師院數理教育學系。  延伸查詢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 (計畫編號：NSC 79-0111-S-153-007-D)。  延伸查詢new window
3.邱美虹(1994)。高中生化學平衡概念和範例學習以及解題過程的研究 (計畫編號：NSC 83-0111-S-003-043)。  延伸查詢new window
4.施皓耀、陳正賢(1998)。遠距診斷教學模式與數學科教學知識庫之建立 (計畫編號：NSC 87-2511-S-018-018)。  延伸查詢new window
5.許民陽(1995)。國小學童對天氣變化概念發展之研究 (計畫編號：NSC 84-2511-S-133-004)。  延伸查詢new window
6.陳世輝(1994)。兒童遺傳概念之研究 (計畫編號：NSC 83-0111-S-026-0047-N)。  延伸查詢new window
7.陳熙揚(1997)。學生對空氣運動：風之的起源之概念研究 (計畫編號：NSC 86- 2511-S-018-009)。  延伸查詢new window
8.趙銘、黃秀芬(1996)。診斷迷思概念多媒體學習環境之設計--力學部分 (計畫編號：NSC 85-2511-S-035-001)。  延伸查詢new window
學位論文
1.林碧芬(2002)。國民小學低年級對物體概念認知之研究(碩士論文)。國立台北師範學院，台北市。  延伸查詢new window
2.顏稚仁(2002)。國小三年級學童力學概念的研究--以輕重認知及其測量為例(碩士論文)。臺北市立師範學院。  延伸查詢new window
圖書
1.Mindes, G.、Irenton, H.、Mardell-Czudnowski, C.(1996)。Assessing Young Children。New York：Delmar Publishers。  new window
2.Berk, L. E.(1996)。Infants, Children, and Adolescents。Needham Heights, MA。  new window
3.Piaget, J.(1972)。The child's Conception of Physical Causality。London：Routledge & Kegan Paul。  new window
4.Inhelder, B.、Piaget, J.(1958)。The growth of logical thinking from childhood to adolescence。New York：Basic Books。  new window
5.王秋蓉(1996)。田鼠之歌。台北：及幼文化。  延伸查詢new window
6.DePaola, T.(1978)。Clown of God。New York：Voyager Books。  new window
7.DePaola, T.(1997)。Jamie O'Rourke and the Big Potato。New York：The Putnam & Grosset Group。  new window
8.Donaldson, M.(1978)。Children’s minds。Fontana., New York：Paperstar。  new window
9.Johnston, J.(1996)。Early explorations in science。Open University Press。  new window
10.Lionni, L.(1967)。Frederick。New York：Dragonfly Books。  new window
11.Piaget, J.、Inhelder, B.(1974)。The child’s construction of quantities: conservation and atomism。London：Routledge & Kegan Paul。  new window
12.Piaget, Jean、Duckworth, Eleanor(1970)。Genetic Epistemology。New York：Columbia University Press。  new window
其他
1.莊麗娟(2001)。兒童對浮與沈判斷法則的探討(「幼兒科學」教學講義)，屏東市：國立屏東教育大學幼兒教育學系。  延伸查詢new window
圖書論文
1.Claxton, G.(1996)。Minitheories: A Preliminary Model for Learning Science。Children's Informal Ideas in Science。London：Routledge。  new window
2.Driver, R.、Guesne, E.、Tiberghien, A.(1993)。Some features of children’s ideas and their implications for teaching。Children’s ideas in science。Buckingham：Open University Press。  new window
3.Howe, A.、McMahon, K.(2003)。Assessing young children's learning in science and D & T。Teaching science and design and technology in the early years。London：David Fulton Publishers。  new window
4.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：Franklin Institute Press。  new window
 
 
 
 
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