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題名：以概念演化樹探討跨年級學生理想氣體心智模式之發展歷程
書刊名：科學教育學刊
作者：邱美虹 引用關係／吳文龍／鍾曉蘭／李雪碧
作者(外文)：Chiu, Mei-hung／Wu, Wen-lung／Chung, Shiao-lan／Li, Hsueh-pi
出版日期：2013
卷期：21:2
頁次：頁135-162
主題關鍵詞：心智模式；支序學；系統發育分類學；理想氣體定律；概念演化樹；Mental Model；Cladistics；Phylogenetic classification；Ideal gas law；Conceptual evolutionary tree
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(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:71
  • 點閱點閱:93
本研究以問卷調查跨年級學生理想氣體概念發展狀況，並利用系統發育分類學(或支序學)方法建立學生概念演化樹，以探討學生理想氣體概念發展的可能歷程。本研究之研究對象為大臺北地區七到十二年級國、高中學生，總人數為646人。本研究有三項研究目的：一、調查跨年級學生理想氣體概念分布；二、透過文獻分析將學生常見之心智模式進行分類及編碼，以系統分類學方法找出概念演化樹；三、比較前述兩項研究結果，建立可能的概念發展路徑。本研究計有三項研究工具，分別為「理想氣體概念編碼工具」：包含 13個認知特徵及8種的認知狀態；「理想氣體測驗」：目的為找出跨年級學生認知特徵分布比例；「系統分類學統計軟體PAUP 4.0」：為廣泛運用於系統演化學的統計分析軟體。研究結果顯示概念演化樹43中有兩個發展階段包含粒子本身的特性及粒子間的交互作用，所呈現的概念演化歷程符合相關氣體粒子文獻的發展研究，且對實徵的跨年級概念調查結果也具有相當的解釋力。由概念發展的歷程來看有許多關鍵的概念發展點(包含粒子觀、剛性粒子、隨機運動與分布及粒子間交互作用)，其概念容易被學生誤解而發展成不正確的概念。藉由本研究之概念演化樹可提供教師瞭解學生概念發展的歷程，以作為教學和撰寫教科書之參考。
This study investigated the conceptual evolution of students' mental models of ideal gas across grades. Via a systematic and scientific methodology entitled, phylogenetic classification, this study integrated two approaches to uncover students' conceptual evolution pathways. The participants were students from 7th to 12th grades (N = 646) in Taipei, Taiwan. The study had three purposes: (1) To investigate the frequencies of students’ conceptions of ideal gas across grade levels, (2) to propose different mental models based upon the literature and to construct the evolutionary tree, and (3) to compare the evolutionary tree with students' conceptual investigations and then conclude possible pathways of conceptual development. Three instruments were utilized: (1) Coding Tool of Ideal Gas - including 13 cognitive characters and different cognitive states, (2) Test of Ideal Gas (TIG) - for investigating the students' conceptions of ideal gas (Cronbach's α = .89); and (3) PAUP 4.0 - popularly adapted for analyzing the evolutionary tree in the phylogenetic classification. The results showed that Evolutionary Tree 43 could be separated into two developmental stages: nature of particles and interaction between particles. Tree 43 was not only in accordance with the findings from the literature but was also supported by the empirical survey data. According to the pathways of Tree 43, there were several key points of conceptual development; for example, particulate view of matter, unchangeable sizes of particles, randomness of particle motion and distribution, and interactions among particles. These concepts are often misunderstood by students. Such faulty conceptions then contribute to the development of students' incorrect mental pathways. Finally, this study provides an evidence-based framework for science education in practice.
期刊論文
1.Adadan, E.、Trundle, K. C.、Irving, K. E.(2010)。Exploring grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction。Journal of Research in Science Teaching，47(8)，1004-1035。  new window
2.Chiu, M.-H.(2007)。A national survey of students' conceptions of chemistry in Taiwan。International Journal of Science Education，29(4)，421-452。  new window
3.Chiu, M.-H.、Chou, C.-C.、Liu, C.-J.(2002)。Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium。Journal of Research in Science Teaching，39(8)，688-712。  new window
4.De Vos, W.、Verdonk, A. H.(1996)。The particulate nature of matter in science education and in science。Journal of Research in Science Teaching，33(6)，657-664。  new window
5.Gómez, E. J.、Benarroch, A.、Marín, N.(2006)。Evaluation of the degree of coherence found in students’ conceptions concerning the particulate nature of matter。Journal of Research in Science Teaching，43(6)，577-598。  new window
6.Gustafson, B. J.、Shanahan, M. C.、Gentilini, S.(2010)。Elementary children's shifting views of models and the nature of matter。Canadian Journal of Science, Mathematics and Technology Education，10(2)，103-122。  new window
7.Johnson, P.、Papageorgiou, G.(2010)。Rethinking the introduction of particle theory: A substance- based framework。Journal of Research in Science Teaching，47(2)，130-150。  new window
8.Renzi, B. G.(2009)。A type hierarchy of selection processes for the evaluation of evolutionary analogies。Journal for General Philosophy of Science，40(2)，311-336。  new window
9.Stamovlasis, D.、Tsitsipis, G.、Papageorgiou, G.(2010)。The effect of logical thinking and two cognitive styles on understanding the structure of matter: An analysis with the random walk method。Chemistry Education Research and Practice，11(3)，173-181。  new window
10.Stavy, R.(1990)。Children's conceptions of changes in the state of matter: From liquid (or solid) to gas。Journal of Researching in Science Teaching，27(3)，247-266。  new window
11.Tehrani, J.、Collard, M.(2002)。Investigating cultural evolution through biological phylogenetic analyses of Turkmen textiles。Journal of Anthropological Archaeology，21(4)，443-463。  new window
12.Treagust, David F.、Chandrasegaran, A. L.、Crowley, Julianne、Yung, Benny H. W.、Cheong, Irene P.-A.、Othman, Jazilah(20100200)。Evaluating Students' Understanding of Kinetic Particle Theory Concepts Relating to the States of Matter, Changes of State and Diffusion: A Cross-National Study。International Journal of Science and Mathematics Education，8(1)，141-164。  new window
13.辛怡瑩、邱美虹(20100400)。以概念演化樹探討跨年級學生演化概念之發展。科學教育學刊，18(2)，131-153。new window  延伸查詢new window
14.邱美虹(20000300)。概念改變研究的省思與啟示。科學教育學刊，8(1)，1-34。new window  延伸查詢new window
15.Chi, M. T. H.、Slotta, J. D.、De Leeuw, N.(1994)。From Things to Processes: A Theory of Conceptual Change for Learning Science Concepts。Learning and Instruction，4(1)，27-43。  new window
16.Vosniadou, S.(1994)。Capturing and modeling the process of conceptual change。Learning and instruction，4(1)，45-69。  new window
17.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of a scientific conception: Toward a theory of conceptual change。Science Education，66(2)，211-227。  new window
18.Nussbaum, J.、Novick, S.(1981)。Pupils' Understanding of the Particulate Nature of Matter: A Cross-age Study。Science Education，65(2)，187-196。  new window
19.Benson, D. L.、Wittrock, M. C.、Baur, M. E.(1993)。Students' Preconceptions of the Nature of Gases。Journal of Research in Science Teaching，30(6)，587-597。  new window
20.Atkinson, Quentin D.、Gray, Russell D.(2005)。Curious parallels and curious connections: Phylogenetic thinking in biology and historical linguistics。Systematic Biology，54(4)，513-526。  new window
21.Croft, W.(2008)。Evolutionary Linguistics。Annual Review of Anthropology，37(1)，219-234。  new window
22.Chi, M. T. H.(2005)。Common sense conceptions of emergent processes: Why some misconceptions are robust。Journal of the Learning Sciences，14(2)，161-199。  new window
23.Margel, H.、Eylon, B. S.、Scherz, Z.(2008)。A longitudinal study of junior high school students' conceptions of the structure of materials。Journal of Research in Science Teaching，45(1)，132-152。  new window
24.Adbo, K.、Taber, K. S.(2009)。Learners' mental models of the particle nature of matter: A study of 16-year-old Swedish science students。International Journal of Science Education，31(6)，757-786。  new window
25.Johnson, P.(1998)。Progression in children's understanding of a basic particle theory: A longitudinal study。International Journal of Science Education，20(4)，393-412。  new window
會議論文
1.Chiu, M. H.、Chung, S. L.(2009)。Investigating students' ontological change in their mental models of gas particles。2009 European Science Education Research Association Conference。Istanbul。  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，台北市。new window  延伸查詢new window
圖書
1.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
2.邱美虹(2008)。以研究與教學為基礎之跨國研究-探討學生粒子概念本體、發展、演化、改變的歷程。臺北市：行政院國家科學委員會。  延伸查詢new window
3.教育部(2006)。九年一貫課程自然與生活科技學習領域課程綱要(中英對照)。臺北市：教育部。  延伸查詢new window
4.Wiley, E. O.、Siegel-Causey, D.、Brooks, D. R.、Funk, V. A.、陳星玉、陳小平(1995)。支序學派大全。基隆：水產。  延伸查詢new window
5.Futuyma, D. J.(2005)。Evolution。Sunderland, MA：Sinauer Associations。  new window
6.Halliday, D.、Resnick, R.、Walker, J.、Christman, J. R.(2010)。Student Study Guide for Fundamentals of Physics。New York：John Wiley & Sons。  new window
7.Hull, D. L.(2001)。Science and selection: Essays on biological evolution and philosophy of science。Cambridge, UK：Cambridge University Press。  new window
8.Kotz, J. C.、Treichel, P. M.、Townsend, J.(2009)。Chemistry and chemical reactivity。Belmont, CA：Thomson-Brooks/Cole。  new window
9.Suchocki, J.(2011)。Conceptual chemistry: Understanding our world of atoms and molecules。San Francisco：Pearson Education。  new window
10.Toulmin, Stephen(1972)。Human understanding: The collective use and evolution of concepts。Princeton, NJ：Princeton University Press。  new window
11.Kuhn, Thomas Samuel(1970)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
12.Chi, Michelene T. H.(1997)。Creativity: Shifting across Ontological Categories Flexibly。Creative Thought: An Investigation of Conceptual Structures and Processes。Washington, DC：American Psychological Association。  new window
13.Lakatos, I.(1970)。Falsification and the Methodology of Scientific Research Programmers。Criticism and the Growth and the Knowledge。Cambridge, UK：Cambridge University Press。  new window
14.Campbell, D. T.、Overman, E. S.(1988)。Methodology and epistemology for social science: Selected papers。Chicago：University of Chicago Press。  new window
圖書論文
1.Barke, H. D.、Hazari, A.、Yitbarek, S.(2009)。Particle concept of matter。Misconceptions in chemistry: Addressing perceptions in chemical education。Berlin：Springer。  new window
2.Harrison, A. G.、Treagust, D. F.(2002)。The particular nature of matter: Challenges in understanding the submicroscopic world。Chemical education: Towards a research-based practice。Dordrecht, The Netherlands：Kluwer Academic。  new window
3.Nussbaum, J.(1985)。The particulate nature of matter in the gaseous phrase。Children’s ideas in scinece。Milton Keynes, UK：Open University Press。  new window
4.Shennan, S.、Collard, M.(2005)。Investigating processes of cultural evolution on the North Coast of New Guinea with multivariate and cladistic analyses。The evolution of cultural diversity: A phylogenetic approach。London：University College London Press。  new window
5.Strike, K. A.、Posner, G. J.(1992)。A Revisionist Theory of Conceptual Change。Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice。Albany, NY：State University of New York Press。  new window
6.Chi, M. T. H.(1992)。Conceptual change within and across ontological categories: Examples from learning and discovery in science。Cognitive Models of Science: Minnesota Studies in the Philosophy of Science。Minneapolis, MN：University of Minnesota Press。  new window
 
 
 
 
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