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題名：跨年級學生電學心智模式一致性與課程進程之比較研究
書刊名：教育與心理研究
作者：林靜雯 引用關係
作者(外文)：Lin, Jing-wen
出版日期：2008
卷期：31:3
頁次：頁53-79
主題關鍵詞：心智模式一致性；電學；跨年級測驗；Coherence of mental models；Electricity；Across-grade test
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(4) 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:1
  • 共同引用共同引用:17
  • 點閱點閱:33
「兒童是否具一致性的概念架構？」這個問題一直眾說紛紜，而不同的觀點將影響對教學的建議。本研究以電學為概念主題，心智模式為概念架構之分析單位，設計跨年級診斷式測驗，以檢驗440位三年級至國三學生之心智模式是否具一致性。結果發現，三年級學生之心智模式一致性僅占26.67%，且以錯誤的撞擊模式為主；而至國三時，其心智模式一致性則上升至52.63%，且以科學模式為主。除三年級外，不一致之心智模式並非任意組合，而是隨課程進程有不同的集中類型。是故，本研究認為心智模式受完整性、一致性及正確性三要素影響，而適當的課程進程及設計可協助學生移除重要另有概念、促進兒童心智模式之完整性，進而提升其正確性及一致性。
The viewpoints of “children have coherence conceptual framework” are widely divided. Different viewpoints influence the suggestions that researchers give. This study adopts mental model as analysis unit to conduct electricity across-grade test and to investigate the coherence of mental models of 440 third graders to ninth graders. The results show that the coherence of mental models of third grades is only 26.67%, and the main mental model is incorrect clashing currents model, while that of ninth graders is 52.63%, and the main mental model is scientific model. Except third graders, the inconsistent mental models in all grades are specific types rather than random combinations. Therefore, this study claims that the operation of mental model is influenced by the completeness, coherence, and correctness, three factors. Appropriate curriculum sequence and design will assist pupils to remove their robust alternative conceptions, increase the completeness, and then to promote the correctness and the coherence of their mental models.
期刊論文
1.Borges, A. T.、Gilbert, J. K.(1999)。Mental Models of Electricity。International Journal of Science Education，21(1)，98-117。  new window
2.邱美虹、林靜雯、Chiu, M. H.、Lin, Templin(2005)。Promoting Fourth Graders' Conceptual Change of Their Understanding of Electric Current via Multiple Analogies。Journal of Research in Science Teaching，42(4)，429-464。  new window
3.Shipstone, D. M.(1984)。A Study of Children's Understanding of Electricity in Simple DC Circuits。European Journal of Science Education，6(2)，185-188。  new window
4.diSessa, A. A.、Gillespie, N. M.、Esterly, J. B.(2004)。Coherence versus Fragmentation in the Development of the Concept of Force。Cognitive Science，28，843-900。  new window
5.DiSessa, Andrea A.(1993)。Toward an Epistemology of Physics。Cognition and Instruction，10(2/3)，105-225。  new window
6.Vosniadou, S.、Skopeliti, I.、Ikospentaki, K.(2004)。Modes of knowing and ways of reasoning in elementary astronomy。Cognitive Development，19(2)，203-222。  new window
7.邱美虹、林靜雯(2002)。以多重類比探究兒童電流心智模式之改變。科學教育學刊，10(2)，109-134。new window  延伸查詢new window
8.Haslam, F.、Treagust, D. F.(1987)。Evaluating Secondary Students' Misconceptions of Photosynthesis and Respiration in Plants Using a Two-Tier Diagnostic Instrument。Journal of Biological Education，21(3)，203-211。  new window
9.Vosniadou, S.、Brewer, W. F.(1992)。Mental models of the earth: A study of conceptual change in childhood。Cognitive Psychology，24，535-585。  new window
10.Vosniadou, S.(1994)。Capturing and modeling the process of conceptual change。Learning and instruction，4(1)，45-69。  new window
11.Vosniadou, S.、Ioannides, C.(1998)。From conceptual development to science education: A psychological point of view。International Journal of Science Education，20(10)，1213-1230。  new window
12.Magnusson, S. J.、Boyle, R. A.、Templin, M.(1997)。Dynamic science assessment: A new approach for investigating conceptual change。The Journal of the Learning Science，6(1)，91-142。  new window
13.葉俊豪、陳瓊森(1995)。利用定性與定量測驗來探究高二學生對直流電路的知識結構。科學教育（彰化師大），6，156-178。  延伸查詢new window
14.Heller, P. M.、Finley, F. N.(1992)。Variable Uses of Alternative Conceptions: A Case Study in Current Electricity。Journal of Research in Science Teaching，29(3)，259-275。  new window
15.Nobes, G.、Moore, D. G.、Martin, A. E.、Clifford, B. R.、Butterworth, G.、Panagiotaki, G.(2003)。Children's Understanding of the Earth in a Multicultural Community: Mental Models of Fragments of Knowledge?。Developmental Science，6(1)，72-85。  new window
16.Butts, W.(1985)。Children's Understanding of Electric Current in Three Countries。Research in Science Education，15，127-130。  new window
17.Peterson, R. F.、Treagust, D. F.、Garnett, P. J.(1989)。Development and Application of a Diagnostic Instrument to Evaluate Grade 11 and 12 Students' Oncepts of Covalent Bonding and Structure Following a Course of Instruction。Journal of Research in Science Teaching，26，301-314。  new window
18.Saxena, A. B.(1992)。An Attempt to Remove Misconceptions Related to Electricity。International Journal of Science Education，12(4)，457-471。  new window
19.Pozo, J. I.、Gόmez Crespo, M. A.(2005)。The Embodied Nature of Implicit Theories: The Consistency of Ideas about the Nature of Matter。Cognition and Instruction，23(3)，351-387。  new window
20.林靜雯、邱美虹(2007)。以概念演化觀點分析我國電學教科書之教－學序列。國立編譯館館刊，35(2)，3-14。  延伸查詢new window
21.Shepardson, D. P.、Moje, E. B.(1994)。The Nature of Fourth Graders' Understandings of Electric Circuits。Science Education，78(5)，489-514。  new window
會議論文
1.Lin, J. W.、Chiu, M. H.(2006)。Students' Conceptual Evolution in Electricity - The Cladistical Perspective。  new window
2.Von Rhoneck, C.(1984)。The Instruction of Voltage as an Independent Variable-the Importance of Preconceptions, Cognitive Conflict and Operating Rules。0。45-69。  new window
3.Dupin, J. J.、Johsua, S.(1985)。Teaching Electricity: Interactive Evolution of Representations, Models and Experiments in a Class Situation。Kiel, Germany。  new window
4.Cohen, R.(1985)。Causal Relations in Electric Circuits: Students。Kiel, Germany。  new window
5.Closset, J. L.(1983)。Sequential Reasoning in Electricity。0。  new window
6.Lin, J. W.、Chiu, M. H.(2007)。Students' Conceptual Evolution in Electricity: An Empirical Evaluation of Cladistical Perspective。0。  new window
7.楊文金(1992)。在職國小教師對基本電路之概念研。高雄市。499-518。  延伸查詢new window
學位論文
1.林靜雯(2006)。由概念演化觀點探究不同教科書教--學序列對不同心智模式學生電學學習之影響(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
圖書
1.Shipstone, D. M.。Electricity in Simple Circuits。Children's Ideas in Science。Milton, MA：Open University Press。  new window
2.Driver, Rosalind、Sauires, Ann、Rushworth, Peter、Wood-Robinson, Valerie、Driver, R.、Sauires, A.、Rushworth, P.、Squires, Ann(1994)。Making sense of secondary science : Research into children’s ideas。London, UK/ New York, NY：Routledge。  new window
3.Osborne, R.、Freyberg, P.、Bell, Beverley(1985)。Learning in science: The implications of children's science。Auckland, NZ：Heinemann。  new window
4.Gott, R.(1984)。Electricity at Age 15: Science Report for Teachers. No 7, Assessment of Performance Unit。Electricity at Age 15: Science Report for Teachers. No 7, Assessment of Performance Unit。London, UK。  new window
5.diSessa, A. A.(1988)。Knowledge in Pieces。Constructivism in the Computer Age。Cambridge, MA。  new window
圖書論文
1.Chi, M. T. H.、Roscoe, R. D.(2002)。The processes and challenges of conceptual change。Reconsidering conceptual change: Issues in theory and practice。Dordrecht：Kluwer Academic Publishers。  new window
 
 
 
 
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