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題名：國中學生「燃燒」概念診斷之研究
書刊名：科學教育學刊
作者：張容君／張惠博
作者(外文)：Chang, Rong-chun／Chang, Huey-por
出版日期：2007
卷期：15:6
頁次：頁671-701
主題關鍵詞：迷思概念；診斷測驗；燃燒現象；Misconceptions；Diagnostic instrument；Combustion
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(1) 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:1
  • 共同引用共同引用:13
  • 點閱點閱:53
本研究旨在診斷國中學生對於燃燒現象相關概念之迷思，共包含化學變化、氧化反應、燃點、可燃物、助燃物和質量守恆定律等十五個相關概念。經由描述性的研究，晤談6位七年級學生和6位九年級學生，以瞭解國中學生對於「燃燒」的原有概念以及「燃燒」迷思概念的來源。晤談資料經過整理、編碼和分析後，用以發展「燃燒」概念二段式診斷性紙筆測驗工具，工具初稿經由預試樣本共206位學生的施測結果及11位學生的晤談資料後，再修訂工具的內容，完成「燃燒」概念二段式診斷性紙筆測驗工具。最後，本研究採用調查研究法，使用發展完成的「燃燒」概念二段式診斷性紙筆測驗工具，對正式樣本共 1210 位國中學生施測，藉以了解不同年級國中學生對「燃燒」相關概念發展的情形，並從質量守恆、能量、化學反應和燃燒的條件四個概念領域，探討國中學生對燃燒現象普遍持有的迷思概念。研究發現：(一) 七年級、八年級和九年級學生主要的「燃燒」迷思概念大致相同；(二) 七年級和八年級學生對於「燃燒」迷思概念內容及試題中二階段作答皆正確的人數比例較相近；(三) 九年級學生於試題中二階段作答皆正確的人數比例不高，且人數比例分散在各個理由選項，顯示九年級學生依然存有許多迷思概念；(四) 在燃燒的條件中，三個年級於試題中理由選項作答人數比例分佈大致相同，顯示學生在此方面的概念學習沒有明顯的成長。本研究結果有助於瞭解國中學生對「燃燒」概念的學習和成長趨勢，以提供教與學上的助益。
The purpose of this study was to explore the misconceptions about combustion held by junior high school students. There were fifteen combustion-related concepts in this study. To understand their ideas about combustion, this study collected the descriptive data from interviews of 12 junior high school students, six in the 7th grade and six in the 9th grade. After systematically analyzing the above data, this study developed a paper-and-pencil type two-tier diagnosis instrument for junior high school students. The data of interviews from eleven students and of paper-and-pencil test from 206 students were used to revise the two-tier diagnosis instrument. The instrument was then employed to 1210 junior high school students. The results indicated that students in the 8th and 9th grades had the same misconceptions as those in the 7th grade, and the 7th- and 8th-grade students scored in mis-conceptions and the population percentage almost identically on the test. However, the 9th-grade students did not score high on the test, which indicated that 9th-grade students still had many different kinds misconceptions. For conceptions about combustible, the population percentage in these three grades had the same distributions. While it seems clear that the junior high school students showed no significant growth on their conceptual learning about combustion, the results of this study should as-sist science teachers to understand what students have learned and how much their knowledge of combustion has grown.
期刊論文
1.Driver, R.(1981)。Pupils' Alternative Frameworks in Science。European Journal of Science Education，3(1)，93-101。  new window
2.von Glasersfeld, Ernst(1989)。Cognition, construction of knowledge, and teaching。Synthese，80(1)，121-140。  new window
3.Osborne, R. J.、Bell, B. F.、Gilbert, J. K.(1983)。Science Teaching and Children's Views of the World。European Journal of Science Education，5(1)，1-14。  new window
4.Treagust, David F.(1988)。Development and use of diagnostic tests to evaluate students' misconceptions in science。International Journal of Science Education，10(2)，159-169。  new window
5.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
6.Fisher, K. M.(1985)。A misconception in biology: Amino acids and translation。Journal of Research in Science Teaching，22(1)，53-62。  new window
7.陳淑敏(19950600)。Vygotsky「最近發展區」概念內涵的探討。屏東師院學報，8，503-526。new window  延伸查詢new window
8.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
9.林生傳(1997)。我國學生概念發展的水準與特徵研究。教育學刊，13，47-82。new window  延伸查詢new window
10.謝秀月(1995)。師院非數理系學生熱與溫度概念架構之探討。臺南師院學報，28，479-507。new window  延伸查詢new window
11.Boujaoude, S. B.(1991)。A Study of the Nature of Students' Understandings about the Concept of Burning。Journal of Research in Science Teaching，28(8)，689-704。  new window
12.Ross, K.(1991)。Burning: A Constructive not a Destructive Process。School Science Review，72(251)，39-49。  new window
13.Greca, I. M.、Moreira, M. A.(2000)。Mental models, conceptual models, and modelling。International Journal of Science Education，22(1)，1-11。  new window
14.Head, J.(1986)。Misconceptions in Physics among South African Students。Physics Education，15(2)，92-105。  new window
15.Stavridou, H.、Somonidou, C.(1989)。Physical Phenomena-Chemical Phenomena: Do Pupils Make the Distinction?。International Journal of Science Education，11(1)，83-92。  new window
16.Rahayu, S.、Tytler, R.(1999)。Progression in Primary School Children's Conception of Burning: Toward an Understanding of the Concept of the Concept of Substance。Research in Science Education，29(3)，295-312。  new window
17.Meheut, M.、Saltiel, E.、Tiberghien, A.(1985)。Pupils' (11-12 Years Old) Conceptions of Combustion。Europeanan of Journal Science Education，7(1)，83-93。  new window
18.Andersson, B.(1990)。Pupils' Conception of Matter and Its Transformation (Age 12-16)。Studies in Science Education，18，53-85。  new window
19.Andersson, B.(1986)。Pupils' Explanations of Some Aspects of Chemical Reactions。Science Education，70(5)，549-563。  new window
20.Prieto, T.、Watson, R.、Dillon, J. S.(1992)。Pupils' Understanding of Combustion。Research in Science Education，22，331-340。  new window
21.Hesse, J. J.、Anderson, C. W.(1992)。Students' Conception of Chemical Change。Journal of Research in Science Teaching，29(3)，277-299。  new window
22.DiSessa, A.(1993)。Toward an Epistemology of Physics。Cognition and Instruction，10，105-225。  new window
研究報告
1.Happs, J.(1980)。Particles。Hamilton, New Zealand。  new window
2.Schollum, B.(1981)。Chemical Change。Hamilton, New Zealand。  new window
3.Schollum, B.(1982)。Burning: A Resource Unit for Teachers。Hamilton, New Zealand。  new window
4.Sutton, C.、West, L.(1982)。Investigating Children's Existing Ideas about Science。Leicester, UK。  new window
5.Pfundt, H.(1982)。Pre-instructional Conceptions about Transformations of Substances。Kiel, Germany。  new window
6.Schollum, B.(1982)。Reaction。Hamilton, New Zealand。  new window
7.黃寶鈿(1988)。我國學生科學概念與推理能力發展之相關研究：燃燒的化學及物理概念。0。  延伸查詢new window
8.林哲彥(1992)。我國國小學生氧化還原概念之研究（I）。0。  延伸查詢new window
學位論文
1.謝志仁(1992)。國中學生化學變化相關概念另有架構之探究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
2.許健將(1991)。利用二段式測驗探查高三學生有關共價鍵及分子結構之迷思概念(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.杜嘉玲(1999)。概念發展－古典論與聯結論，0。  延伸查詢new window
4.王春源(1991)。物質變化相關概念診斷測驗工具之發展，0。  延伸查詢new window
5.洪瑞英(1998)。高中生的「化學平衡」概念之研究，0。  延伸查詢new window
6.Boujaoude, S. B.(1989)。A Study of Conceptual Change in Junior High School Science Students during Instruction about the Concept of Burning，Ohio。  new window
圖書
1.Piaget, J.(1930)。The child’s conception of physical causality。New York, NY：Harcourt, Brace & Company。  new window
2.Piaget, Jean、Garcia, Rolando、Feider, Helga(1989)。Psychogenesis and the History of Science。New York, NY：Columbia University Press。  new window
3.Glynn, S. M.、Yeany, R. H.、Britton, B. K.、王美芬、熊召弟、段曉林、熊同鑫(1996)。科學學習心理學。臺北市：心理。  延伸查詢new window
4.Driver, R.、Guesne, E.、Tiberghien, A.(1985)。Children's Ideas in Science。Open University Press。  new window
5.Klausmeier, H. J.(1979)。Cognitive Learning and Development: Information-Processing and Piagetian Perspectives。Washington, DC：Office of Education。  new window
6.Kitchener, R. F.(1986)。Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason。Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason。New Haven, CT。  new window
7.Driver, R.(1985)。Beyond Appearances: The Conservation of Matter under Physical and Chemical Ransformations。Children's Ideas in Science。Philadelphia, PA。  new window
8.Harris, P. L.(1994)。Thinking by Children and Scientists: False Analogies and Neglected Similarities。Mapping the Mind。Cambridge, UK。  new window
圖書論文
1.Mintzes, J. J.、Wandersee, J. H.(1998)。Reform and innovation in science teaching: A human constructivist view。Teaching science for understanding: A human constructivist view。California：Academic Press。  new window
 
 
 
 
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