:::

詳目顯示

回上一頁
題名:探究學生串聯電路認知特徵演化歷程之跨年級研究
書刊名:教育科學研究期刊
作者:林靜雯 引用關係邱美虹 引用關係
作者(外文):Lin, Jing-wenChiu, Mei-hung
出版日期:2009
卷期:54:4
頁次:頁139-170
主題關鍵詞:支序分類之概念演化取向串聯電路跨年級研究認知特徵Cladistics approach in conceptual evolutionSeries connectionAcross-grade studyCognitive character
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(5) 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:2
  • 共同引用共同引用:18
  • 點閱點閱:40
摘要: 跨年級研究有助於課程設計的縱向連續發展,但卻極為耗時費力。因此,林靜雯等人(林靜雯,2006;Lin & Chiu, 2006)建立支序分類之概念演化取向,藉電腦軟體預測學生串聯電路心智模式的演化路徑,希望能克服早期跨年級研究的缺點。本研究特別設計跨年級的調查,以電學診斷式測驗檢測三年級、五年級、七年級及九年級學生共440 名,藉此獲得學生各認知特徵與狀態於各年段的分布比例以檢驗林靜雯等人的預測。研究結果顯示,林靜雯等人的預測與實徵結果大致相符,且藉由其預測與跨年級調查結果的整合,本研究清楚表徵學生於串聯電路心智模式上認知特徵演化的全貌,並解釋了學生串聯電路概念演化與課程發展之間的可能關係,初步證實了支序分類學之概念演化取向之可行性。
Abstract: An across-grade study is helpful for the developing of vertical curriculum design, but it requires considerable time and manpower. Therefore, Lin and her colleague (Lin, 2006; Lin & Chiu, 2006) develop a cladistics approach in conceptual evolution to predict pupils’ mental model evolutionary pathways in series connection with the assistance of the software. They hope to overcome the limitations of the across-grade studies in the early days by this approach. Accordingly, this study conducts an across-grade survey and adopts a set of diagnostic test items to 440 students from Grade 3 to Grade 9 to obtain the across graders percentages of students’ cognitive characters and statuses for evaluating Lin and her colleague’s prediction. The research results show that Lin’s prediction almost fits the empirical data of the across-grade tests. In addition, they clearly represent a global picture of the evolutionary process of pupils’ cognitive characters of mental models in series connection and explain the possible relationship between pupils’ conceptual evolution in series connection and curriculum sequence by comparing Lin’s prediction and the investigation results of the across-grade tests in this study. In sum, the research results verified the feasibility of applying cladistics approach in conceptual evolution to science education tentatively.
期刊論文
1.Chiu, M. H.、Guo, C. J.、Treagust, D.。Assessing Students' Conceptual Understanding in Science: An Introduction about a National Project in Taiwan。International Journal of Science Education (special issue),29(4),379-390。  new window
2.Méheut, M.、Psillos, D.(2004)。Teaching-learning sequences: Aims and tools for science education research。International Journal of Science Education,26(5),515-535。  new window
3.Driver, R.、Leach, J.、Scott, P.、Wood-Robinson, C.(1994)。Young people's understanding of science concepts: Implications of cross-age studies for curriculum planning。Studies in Science Education,24(1),75-100。  new window
4.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
5.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
6.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
7.Arnold, M.、Millar, R.(1987)。Being Constructive: An Alternative Approach to the Teaching of Introductory Ideas in Electricity。International Journal of Science Education,9(5),553-563。  new window
8.黃達三。學生動物分類及動物概念的發展:跨年齡研究。科學教育學刊,12(3),189-310。new window  延伸查詢new window
9.葉俊豪、陳瓊森。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,6,156-178。  延伸查詢new window
10.Borges, A. T.、Gilbert, J. K.。Mental Models of Electricity。International Journal of Science Education,21(1),98-117。  new window
11.Carlton, K.。Teaching Electric Current and Electrical Potential。Physical Education,34(6),341-345。  new window
12.Chiu, M. H.、Lin, J. W.。Promoting Fourth Graders' Conceptual Change of Their Understanding of Electric Current via Multiple Analogies。Journal of Research in Science Teaching,42(4),424-468。  new window
13.Dupin, J. J.、Johsua, S.。Conceptions of French Pupils Concerning Electric Circuits: Structure and Evolution。Journal of Research in Science Teaching,24(9),791-806。  new window
14.Heller, P. M.、Finley, F. N.。Variable Uses of Alternative Conceptions: A Case Study in Current Electricity。Journal of Research in Science Teaching,29(3),259-275。  new window
15.Lee, S. J.。Exploring Pupils' Understanding Concerning Batteries: Theories and Practices。International Journal of Science Education,29(4),497-516。  new window
16.Magnusson, S. J.、Boyle, R. A.、Templin, M.。Dynamic Science Assessment: A New Approach for Investigating Conceptual Change。The Journal of the Learning Science,6(1),91-142。  new window
17.Osborne, R.。Children's Ideas Meet Scientists' Science。Lab Talk,28(1),2-7。  new window
18.Peterson, R. F.、Treagust, D. F.、Garnett, P. J.。Development and Application of a Diagnostic Instrument to Evaluate Grade 11 and 12 Students' Concepts of Covalent Bonding and Structure Following a Course of Instruction。Journal of Research in Science Teaching,26,301-314。  new window
19.Psillos, D.、Koumaras, P.、Tiberghien, A.。Voltage Presented as a Primary Concept on DC Circuits。International Journal of Science Education,10(1),29-43。  new window
20.Shepardson, D. P.、Moje, E. B.。The Nature of Fourth Graders' Understandings of Electric Circuits。Science Education,78(5),489-514。  new window
21.Tsai, C. H.、Chen, H. Y.、Chou, C. Y.、Lain, K. D.。Current as the Key Concept of Taiwanese Students' Understandings of Electric Circuit。International Journal of Science Education,29(4),483-496。  new window
會議論文
1.林靜雯、邱美虹(2006)。探究以學生心智模式為設計基礎之教--學序列對學生電學概念學習之影響。「中華民國第二十二屆科學教育」學術研討會。new window  延伸查詢new window
2.林靜雯、邱美虹。以概念演化探究學生電學心智模式演化之歷程。  延伸查詢new window
3.Lin, J. W.、Chiu, M. H.。Students' Conceptual Evolution in Electricity: The Cladistical Perspective。  new window
4.Lin, J. W.、Chiu, M. H.。Investigating the Influences of Mental Model Based Teaching-learning Sequences on Students Learning in Electricity。  new window
5.Lin, J. W.、Chiu, M. H.。Why Are Mental Model Based in Electricity Effective? Perspective from Students' Affection Attitude。  new window
6.Lin, J. W.、Chiu, M. H.、Hsu, Y. F.。A Novel Approach to Analyze Pupils' Conceptual Evolutionary Pathway in Electricity from Systematic Perspective。  new window
7.Niedderer, H.。Learning Process Studies in Physics: A Review of Concepts and Results。  new window
研究報告
1.Closset, J. L.。Sequential Reasoning in Electricity。Paris, France。  new window
學位論文
1.林靜雯。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。new window  延伸查詢new window
圖書
1.Pfundt, H.、Duit, R.(1994)。Bibliography--Students Alternative Frameworks and Science Education。Kiel:University of Kiel Institute for Science Education。  new window
2.Shipstone, D. M.。Electricity in Simple Circuits。Children's Ideas in Science。Milton, MA:Open University Press。  new window
3.Hull, D. L.(1988)。Science as a Process: An Evolutionary Account of the Social and Conceptual Development of Science。Chicago, IL:The University of Chicago Press。  new window
4.Wiley, E. O.、Siegel-Causey, D.、Brooks, D. R.、Funk, V. A.(1993)。The Compleat Cladist: A Primer of Phylogenetic Procedures。Lawrence, KS:The University of Kansas Museum of Natural History。  new window
5.Toulmin, Stephen(1972)。Human understanding: The collective use and evolution of concepts。Princeton, NJ:Princeton University Press。  new window
6.Campbell, D. T.。Evolutionary Epistemology。The Philosophy of Karl Popper (vol. 14, 1 & 11,). The Library of Living Philosophers。La Salle, IL。  new window
7.Chiu, M. H.、Lin, J. W.。Research on Learning and Teaching of Students' Conception in Science: A Cognitive Approach Review。Science Education in the 21st Century。New York, NY。  new window
8.Cohen, R.。Causal Relations in Electric Circuits: Students。Proceedings of the International Workshop: Aspects of Understanding Electricity。Ludwigsburg, Germany。  new window
9.Duit, R.。The Meaning of Current and Voltage in Everyday Language and Its Consequences for the Physical Concepts of the Electric Circuit。Proceedings of the International Workshop: Aspects of Understanding Electricity。Ludwigsburg, Germany。  new window
10.Osborne, R.、Freyberg, R.。Learning in Science: The Implications of Children's Science。Learning in Science: The Implications of Children's Science。Auckland, New Zealand。  new window
11.Tiberghien, A.。Critical Review of Research Concerning the Meaning of Electric Circuits for Students Aged 8 to 20 Years。Proceeding of the First International Workshop: In Research on Physics Education。Paris, France。  new window
12.Von Rhoneck, C.。The Instruction of Voltage as an Independent Variable - The Importance of Preconceptions, Cognitive Conflict and Operating Rules。Proceedings of the International Workshop: Aspects of Understanding Electricity。Ludwig sburg, Germany。  new window
圖書論文
1.Tasker, R.、Osborne, R.(1985)。Science teaching and science learning。Learning in science: The implications of children's science。Auckland:Heinemann Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE