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題名：幼兒「重量概念」多元智能取向科學學習系統之成效分析
書刊名：教育與心理研究
作者：莊麗娟 引用關係
作者(外文)：Chuang, Li-chuan
出版日期：2008
卷期：31:1
頁次：頁97-131
主題關鍵詞：多元智能；學習；評量；重量；概念發展；Assessment；Conceptual development；Learning；Multiple intelligence；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(2) 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:0
  • 共同引用共同引用:13
  • 點閱點閱:113
本研究之科學學習系統，係依據幼兒「重量概念」的發展脈絡，並參考多元智能理念所建構，該系統在學習方面，規劃「Knower（探索）→Doer（器械建構）→Dreamer（問題解決）」三叢集活動，強調學習情境與學習引導的鷹架性；在評量方面，則設計「科學能力－智能傾向－工作風格」三向度評估，著重歷程檔案的建構與多層次分析。為具體檢驗其成效，研究者以24名4～6歲幼兒為對象（含高、中、低智商），隨機分派區分實驗組與控制組，進行半年的實際教學。透過控制組的對照分析與個案的成長追蹤，研究結果顯示，本學習系統具有下列三項成效：(1)可有效提升科學能力（含概念認知、過程技能與科學態度）；(2)可有效提升智能表現，及早窺探智能傾向；(3)可促發正向的工作特質，鑑知孩子獨特的工作風格。
Aimed at the construction of multiple-intelligence-oriented scientific learning and assessment, this study found its theoretical root in weight concept of young children. Children’s learning activity was designed under the framework of Knower (exploration), Doer(technological construction), Dreamer (problem solving), focusing on the scaffolding function of the situated learning and contingent leading. Furthermore, the relevant assessment was three-dimensional designed in the scientific ability, intelligence tendency and working style of young children, emphasizing the procedural construction and multi-level analysis of the portfolios. In order to verify its effectiveness, this research was conducted under the design of random assignment, and the 24 subjects of 4-to 6-year-olds (rated low, middle and high in IQ test) were divided into experimental and controlled groups to receive the instruction for six months. According to the contrasting analysis with controlled group and the follow-up of the learning development of the experimental group, researcher reached the result as following: this learning kit proved to be effective in (1) enhancing young children’s conceptual cognition and procedural skills; (2) probing their intelligence tendency as early as possible and promoting their intellectual performance; (3) facilitating their positive working characteristics and evaluating their individual working style.
期刊論文
1.Jung, T.、Kim, M. H.(2005)。The application of multiple intelligences theory in South Korea: The project spectrum approach for young children。School Psychology international，26(5)，581-594。  new window
2.莊麗娟(20060300)。幼兒「重量概念」多元智能取向科學學習系統之建構。教育研究集刊，52(1)，59-92。new window  延伸查詢new window
3.Galili, I.、Bar, V.(1997)。Children's Operational Knowledge about Weight。International Journal of Science Education，19，317-340。  new window
4.Baillargeon, R.、Graber, M.(1987)。Where is the Rabbit? 5.5-month-old Infants' Representation of the Height of a Hidden Object。Cognitive Development，2，375-392。  new window
5.Siegler, R.(1981)。Developmental sequences within and between concepts。Monographs of the Society for Research in Child Development，46(2)，1-74。  new window
6.Howe, A. C.(1996)。Development of Science Concepts within a Vygostskian Framework。Science Education，80(1)，35-51。  new window
7.Wynn, K.(1992)。Addition and subtraction by human infants。Nature，358，749-750。  new window
8.Schmidt, P. P.(1999)。KWLQ: Inquiry and Literacy Learning in Science。The Reading Teacher，52(7)，89-92。  new window
9.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
10.莊麗娟(20070200)。三～六歲幼兒對重量概念的認知：基礎認知與現象推理。科學教育學刊，15(1)，73-97。new window  延伸查詢new window
11.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
12.Bar, Varda、Zinn, Barbara、Goldmuntz, Rivka、Sneider, Cary、Bar, V.、Goldmunts, R.、Zinn, B.、Sneider, C.(1994)。Children's Concepts about Weight and Free Fall。Science Education，78(2)，149-169。  new window
13.Carvalho, A. M.(2004)。Building up Explanations in Physics Teaching。International Journal of Science Education，26(2)，225-237。  new window
14.Ginsburg, H. P.、Golbeck, S. L.(2004)。Thoughts on the Future of Research on Mathematics and Science Learning and Education。Early Childhood Research Quarterly，19(1)，190-200。  new window
15.Haley, M. H.(2004)。Learner-centered Instruction and the Theory of Multiple Intelligences with Second Language Learners。Teachers College Record，106，163-180。  new window
16.Kelly, C. A.(2000)。Reaching to the Standards。Science and Children，37(4)，30-32。  new window
17.Linn, M. C.(1977)。Scientific Reasoning: Influences on Task Performance and Response Categorization。Science Education，61，357-365。  new window
18.Shepardson, D. P.、Jackson, V.(1997)。Developing Alternative Assessments Using the Benchmarks。Science and Children，35(2)，34-40。  new window
19.Koslowski, B.(1980)。Quantitative and Qualitative Changes in the Development of Seriation。Merrill-Palmer Quarterly，26(4)，391-405。  new window
20.Blewitt, P.(1994)。Understanding Categorical Hierarchies: The Earliest Level of Skill。Child Development，65，1279-1298。  new window
21.McMahon, S. D.、Rose, D. S.、Parks, M.(2004)。Multiple Intelligences and Rreading Achievement: An Examination of the Teele Inventory of Multiple Intelligences。Journal of Experimental Education，73，41-52。  new window
22.Pillow, B. H.(1988)。The Development of Children's Beliefs about the Mental World。Merrill-Palmer Quarterly，34(1)，1-29。  new window
23.翁榮源、李孔文(2005)。多元智慧理論在化學平衡教學網站以增強學習成效之應用研究。化學，63(1)，149-166。  延伸查詢new window
會議論文
1.白珮宜、江玉燕、許瑛玿、林詩怡、汪惠玲(2004)。多元智能融入高中校園氣象觀測課程的研發與實施成效評估。0。  延伸查詢new window
研究報告
1.Froschl, M.、Nichols, R. W.、Skopp, L.、Sprung, B.(2000)。Early Childhood。0。  new window
2.邱上真、莊麗娟(2001)。多層次文本的教材設計與多層次閱讀的教學策略－以浮力概念為例。0。  延伸查詢new window
3.陳淑敏(2002)。教學反省與建構教學：幼稚園自然科學教育。0。  延伸查詢new window
4.簡淑真(2002)。建構式幼兒科學教學模式之建立與驗證研究。0。  延伸查詢new window
5.周淑惠(2002)。解題與經驗取向的幼兒科學方案 (計畫編號：NSC90-2511-S-134-001-X3)。  延伸查詢new window
學位論文
1.Raffin, D. S.(1996)。Brain-compatible Learning and Instruction: Bloom's Taxonomy, Multiple Intelligences, Cooperative Learning, Integrated Instruction(博士論文)。Arizona state University，Mesa, AZ。  new window
2.林倩玉(2001)。運用多元智慧教學提昇學生的同儕互動：以自然科教學為例(碩士論文)。國立台北師範學院。  延伸查詢new window
3.張滄敏(2001)。多元智慧之主題探索教學行動研究(碩士論文)。國立台北師範學院。  延伸查詢new window
4.王正珠(2001)。幼稚園教師運用多元智能理論之歷程研究(碩士論文)。國立新竹師範學院。  延伸查詢new window
5.Roesch, D. E.(1997)。An ethnographic qualitative study of the perspectives of English teachers on the use of multiple intelligences theory in the high school classroom，0。  new window
6.Vangilder, J. S. C.、Vangilder, J. S.(1995)。A study of multiple intelligence as implemented by a Missouri school，0。  new window
7.Carson, D.(1995)。Diversity in the classroom: multiple intelligences and mathematical problem-solving，0。  new window
8.Radford, J. D.(1994)。The impact of multiple intelligences theory and flow theory in the school lives of thirteen children，0。  new window
9.Kornhaber, M. L.(1997)。Seeking Strengths: Equitable Identification for Gifted Education and the Theory of Multiple Intelligences(博士論文)。Harvard University，Cambridge, MA。  new window
10.陳亮宇(2003)。自然科多元智慧教學對科學創造力的影響，0。  延伸查詢new window
圖書
1.Kamii, Constance、DeVries, Rheta、陳燕珍(1999)。幼兒物理知識活動：皮亞傑理論在幼兒園中的應用。臺北縣中和市：光佑文化。  延伸查詢new window
2.Piaget, J.(1972)。The child's Conception of Physical Causality。London：Routledge & Kegan Paul。  new window
3.Lazear, D.(1999)。Eight ways of teaching。Arlington Heights, IL：SkyLight Training and Publishing。  new window
4.Kagan, S.、Kagan, M.(1998)。Multiple Intelligences: The complete MI book。Kagan Cooperative learning。  new window
5.Charlesworth, R.、Lind, K. K.(1999)。Math and Science for Young Children。New York, NY：Delmar。  new window
6.Bredekamp, S.、Rosegrant, T.(1992)。Reaching potentials: Appropriate curriculum and assessment for young children。Washington, D.C.：National Association for the Education of Young Children。  new window
7.Krechevsky, M.(1998)。Project Spectrum: Preschool Assessment Handbook。New York：Teachers College Press。  new window
8.Gardner, Howard(1991)。The Unschooled Mind: How Children Think and How Schools Should Teach。New York：Basic Books。  new window
9.Gardner, H.(1983)。Frames of mind: The theory of multiple intelligences。NY：Random House。  new window
10.Driver, R.、Guesne, E.、Tiberghien, A.(1993)。Some Features of Children's Ideas and Their Implications for Teaching。Children's Ideas in Science。Philadelphia, PA。  new window
11.Grieshaber, S.、Diezmann, C.(2000)。The Challenge of Teaching and Learning Science with Young Children。Promoting Meaningful Learning。Washington, DC。  new window
12.Helm, J. H.、Beneke, S.(2003)。The Power of Projects。The Power of Projects。New York, NY。  new window
13.Worth, K.、Grollman, S.(2003)。Worms, Shadows, and Whirlpools。Worms, Shadows, and Whirlpools。Portsmouth, NH。  new window
14.Johnston, J.(1996)。Early Explorations in Science。Early Explorations in Science。Buckingham, UK/ Philadelphia, PA。  new window
15.Howe, A.、McMahon, K.(2003)。Assessing Young Children's Learning in Science and D&T。Science Education。London, UK。  new window
16.Black, P.、Hughes, S.(2003)。Using Narrative to Support Young Children's Learning in Science and D&T。Teaching Science and Design and Technology in the Early Years。London, UK。  new window
17.Dehaene, S.(2001)。The Cognitive Neuroscience of Numeracy: Exploring the Cerebral Substrate, the Development, and the Pathologies of Number Sense。Carving Our Destiny: Scientific Research Faces a New Millennium。Washington, DC。  new window
18.Lazear, D.(1999)。Multiple Intelligence Approach to Assessment。Tucson, AZ：Zephyr Press。  new window
圖書論文
1.Landry, C. E.、Forman, G. E.(1999)。Research on Early Science Education。The Early Childhood Curriculum。New York, NY：Teachers College Press。  new window
 
 
 
 
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