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題名：跨年級中學生認知地圖之分析研究：以粒子行為試題為例
書刊名：教育科學研究期刊
作者：邱美虹 引用關係／鐘建坪／張志康／白勝安
作者(外文)：Chiu, Mei-hung／Jong, Jing-ping／Chang, Chih-kang／Bai, Sheng-an
出版日期：2011
卷期：56:2
頁次：頁207-240
主題關鍵詞：次級資料分析；概念調查；認知地圖；雙層診斷測驗；Secondary analysis；Concept survey；Cognitive maps；Two-tier diagnostic instrument
原始連結：連回原系統網址new window
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  • 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:2
  • 共同引用共同引用:67
  • 點閱點閱:48
摘要： 本研究針對全國概念調查的結果進行次級資料分析（secondary data analysis），目的在探索中學生的認知地圖及其形成的相關限制因素。研究的分析架構是以Hempel（1958）描述現象觀察的理論解釋與Wellman（1994）和其他學者（Chaib-draa & Desharnais, 1998; Pena, Sossa, & Gutierrez, 2008）詮釋因果推論的認知地圖為基礎。首先，研究者依據全國概念調查雙層診斷測驗試題內容（Chiu, 2007），找出特定概念間的相互關係；其次，透過雙層試題的語意連結，形成不同試題選項之認知地圖的質性描述；最後，分析跨年級中學生認知地圖的分布情形，藉以瞭解學生在概念發展上的差異。本研究結果指出：一、跨年級中學生正確連結理論系統與經驗觀察的人數比例，雖然隨年級增加而提高，但是比例仍然偏低。二、在相似情境試題中，跨年級中學生受到壓力、重量以及隨機性等不同限制因素的影響，會形成不同類型的認知地圖。本研究所確認的概念限制因素可解釋認知地圖在概念圖像化的因果推論關係，而以認知地圖作為次級資料分析的研究方法所產生的限制與對研究的意涵將在文末一併討論。
Abstract： The purpose of this secondary data analysis study is to explore the cognitive maps (CMs) held by the students and their constraints of conceptions while forming their qualitative inferences regarding the behaviors of gas particles. The data used in this study was derived from the National Science Concept Learning Study via the use of two-tier diagnostic instruments proposed by Treagust (1988, 1995). Unlike other studies only comparing student performance, the analytical method of this study adapted a model of scientific explanations proposed by Hempel (1958), and cognitive maps by Wellman (1994) and others (Chaib-draa & Desharnais, 1998; Pena, Sossa, & Gutierrez, 2008). The results are as follows: (1) although the performances of 11th graders were superior to those of 8th and 9th graders, the percentages of correct answers were still relatively low; (2) in similar contexts, due to the constraints (gravity, pressure, and randomness of motions) of factors, the students held various CMs of gas particles and causal inferences. The identified CMs of gas particles provide information regarding the constraints that students held in their mental representations. This study presents a discussion of the educational implications for designing two-tier diagnostic instruments, and the limitations of CMs.
期刊論文
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3.李賢哲、樊琳、張蘭友(20050900)。國小學童「電池」概念之診斷--以兩段式選擇題為例。科學教育學刊，13(3)，263-288。new window  延伸查詢new window
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11.Novick, S.、Nussbaum, J.(1978)。Junior high school pupils' understanding of the particulate nature of matter。Science Education，62(3)，273-281。  new window
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15.曾建銘、陳清溪(20091200)。2007年臺灣學生學習成就評量結果之分析。教育研究與發展期刊，5(4)，1-38。new window  延伸查詢new window
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27.Chaib-draa, B.(2002)。Causal maps: Theory, implementation, and practical applications in multiagent environments。IEEE Transactions on Knowledge and Data Engineering，14(6)，1201-1217。  new window
28.Chaib-draa, B.、Desharnais, J.(1998)。A relational model of cognitive maps。International Journal Human--Computer Studies，49(2)，181-200。  new window
29.Chiu, M.-H.(2007)。A national survery of students' conceptions of chemistry in Taiwan。International Journal of Science Education，29(4)，421-452。  new window
30.diSessa, A. A.(1993)。Towards an epistemology of physics。Cognition and Instruction，10(2/3)，105-225。  new window
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會議論文
1.陳正昌(2006)。教育基礎研究的兩個量化基礎--資料庫及統計。  延伸查詢new window
圖書
1.Buzan, T.、Buzan, B.(1993)。The mind map book: How to use radiant thinking to maximize your brain's untapped potential。New York：BBC Books。  new window
2.Duit, R.(2009)。Bibliography STCSE: Students' and teachers' conceptions and science education。Kiel：IPN--Leibniz Institute for Science。  new window
3.林正弘(1988)。伽利略、波柏、科學說明。臺北：東大圖書公司。  延伸查詢new window
4.Carey, S.(1985)。Conceptual change in childhood。Cambridge, Massachusetts：MIT Press。  new window
5.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
6.Eden, C. J.、Sims, D.(1979)。Thinking in organizations。London。  new window
7.Harrison, A. G.、Treagust, D. F.(2002)。The particulate nature of matter: Challenges in understanding the submicroscopic world.。Chemical education: Towards research-based practice。Dordrecht, the Netherlands。  new window
8.Hempel, C. G.(1958)。The theoretician's dilemma: A study in logic theory construction.。Minnesota studies in the philosophy of science, Vol. 2。Minneapolis, MN。  new window
9.Suppe, F.(1977)。The search for philosophic understanding of scientific theories。The structure of scientific theories second edition。Urbana, IL。  new window
10.Millar, R.(1990)。Making sense: What use are particle ideas to children?。Relating macroscopic phenomena to microscopic particles: A central problem in secondary science education。Utrecht, the Netherlands。  new window
11.Nussbaum, J.(1985)。The particulate nature of matter in the gaseous phase。Children's ideas in science。Milton Keynes, UK。  new window
其他
1.邱美虹，鐘建坪，張志康，白勝安(2011)。跨年級中學生認知地圖--致性分析。  延伸查詢new window
圖書論文
1.Duit, R.、Treagust, D. F.(1995)。Students' conceptions and constructivist teaching approaches。Improving science education。Chicago, IL：The University of Chicago Press。  new window
2.Treagust, D. F.(1995)。Diagnostic assessment of students’ science knowledge。Learning science in the schools: Research reforming practice。New Jersey。  new window
3.McCloskey, M.(1983)。Naive theories of motion。Mental models。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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