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題名：整合三維空間幾何概念與體積的數位教材與教學試驗
書刊名：科學教育學刊
作者：黃幸美 引用關係
作者(外文)：Huang, E. Hsin-mei
出版日期：2015
卷期：23:1
頁次：頁53-82
主題關鍵詞：三維空間幾何概念；體積公式；體積測量；Three-dimensional spatial geometry；Formula for volume measurement；Volume measurement
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(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:6
  • 點閱點閱:30
本研究目的在於探討三維空間幾何與體積概念整合的數位教材對於國小五年級學童 學習體積測量公式與問題解決之成效。研究對象取自臺北市一所公立小學之五年級三個班 級兒童(N = 87)，並隨機分派至三維空間幾何概念與體積測量整合課程的實驗組、體積測 量課程的對照組，以及接受非體積且非幾何課程的控制組。研究結果發現：於教學試驗之 前，三組兒童的前測解題表現無差異，於教學試驗之後，實驗組解決體積問題的整體表現 優於其他兩組，此現象亦呈顯在體積計算問題及體積概念理解問題的解題表現。晤談分析 結果發現：實驗組兒童對於體積意義與長方體體積公式概念，能提出較豐富的內容說明， 但是能完整地說明意義與公式概念之人次，實驗組與對照組人次皆不高。本研究對增進兒 童理解體積測量概念與解決體積問題的能力，提出課程與教學相關的建議。
This study aimed to examine the effectiveness of digital teaching materials that integrated three-dimensional spatial geometry and volume measurement on improving fifth-grade children’s learning of the formula of volume measurement of a rectangular prism and ability to solve volume measurement problems. The fifth-grade participants (N = 87) who were recruited from three classes in a public elementary schools in Taipei, Taiwan, were randomly assigned to the following three conditions: (1) the experimental curriculum in which three-dimensional spatial geometry and volume measurement were integrated (the experimental group); (2) the contrast curriculum which contained volume measurement only (the contrast group); (3) the control condition which a textbook lesson involving neither geometry nor volume measurement was given (the control group). Findings show that the three groups did not perform differently in the pretest prior to the instructional experiment. As to the total scores of the posttest, the experimental group outperformed the other two groups post experimental instruction. The effectiveness of the experimental curriculum also showed on children’s solving problems that required numerical volume calculations and that required conceptual understanding of volume measurement. The interview data reveal that the interviewees who received the experimental curriculum were more able to express ideas about the meaning of volume and the formula of volume measurement of a rectangular prism than the interviewees who received the contrast curriculum. Nevertheless, the frequency of providing accurate and complete explanations for the meaning of volume and the formula of volume measurement of a rectangular prism was low either in the experimental group or contrast group. Overall, the study provided evidence and suggestions for enhancing children’s conceptual understanding of volume measurement and problem-solving ability.
期刊論文
1.林慈容、劉祥通(20001200)。從單位量的觀點探討國小體積教學。科學教育研究與發展季刊，21，45-55。  延伸查詢new window
2.王學武、陳偉文(200810)。支援國小體積教學之Web3D教學網站開發之研究。國民教育，49(1)，41-51。  延伸查詢new window
3.朱建正(2000)。小學量與實測教材課程解讀--從八十二年課程標準到九年一貫課程綱要。翰林文教雜誌，16，6-19。  延伸查詢new window
4.林仁得、謝祥宏、陳文典(19930600)。國小學童對體積測量的認識。師大學報，38，269-281。new window  延伸查詢new window
5.Hazzan, O.、Goldenberg, E. P.(1997)。Students' understanding of the notion of function in dynamic geometry environment。International Journal of Computers for Mathematical Learning，1，263-291。  new window
6.Huang, H. M. E.、Witz, K. G.(2013)。Children's conceptions of area measurement and their strategies for solving area measurement problems。Journal of Curriculum and Teaching，2(1)，10-26。  new window
7.Olkun, S.(2003)。Comparing computer versus concrete manipulatives in learning 2D geometry。Journal of Computers in Mathematics and Science Teaching，22(1)，43-56。  new window
8.Smith, C. L.、Wiser, M.、Anderson, C. W.、Krajcik, J.(2006)。Implications of research on children's learning for standards and assessments: A proposed learning progression for matter and the atomic-molecular theory。Measurement: Interdisciplinary Research and Perspectives，4(1/2)，1-98。  new window
9.張碧芝、吳昭容(200909)。影響六年級學生立方體計數表現的因素--空間定位與視覺化的角色。教育心理學報，41(1)，125-145。new window  延伸查詢new window
10.黃幸美(200912)。整合二維空間幾何與面積概念的課程與教學試驗。科學教育學刊，17(6)，509-530。new window  延伸查詢new window
11.Cooper, L. A.(1990)。Mental representation of three-dimensional objects in visual problem solving and recognition。Journal of Experimental Psychology: Learning, Memory, and Cognition，16(6)，1097-1106。  new window
12.Van der Meij, J.、de Jong, T.(2006)。Supporting students' learning with multiple representations in a dynamic simulation-based learning environment。Learning and Instruction，16(3)，199-212。  new window
13.Battista, M. T.(1999)。Fifth graders' enumeration of cubes in 3D arrays: Conceptual progress in an inquiry-based classroom。Journal for Research in Mathematics Education，30(4)，417-448。  new window
14.李惠貞(19810200)。兒童的面積與體積概念。國教園地，2，12-16。  延伸查詢new window
15.高敬文(19891200)。我國國小學童測量概念發展之研究。初等教育研究，1，183-219。  延伸查詢new window
16.Battista, M. T.、Clements, D. H.(1996)。Students' Understanding of Three-dimensional Rectangular Arrays of Cubes。Journal for Research in Mathematics Education，27(3)，258-292。  new window
會議論文
1.謝明欣、黃幸美(2013)。體積電子教材對四年級學童學習體積概念的影響。臺北市：國家教育研究院。91-99。  延伸查詢new window
2.Huang, H. M. E.、Crockett, M. D.(200803)。Promoting fifth-grade children's conceptual understanding of volume measurement: A curriculum and teaching experiment。AERA 2008 Annual Meeting。New York。  new window
圖書
1.National Council of Teachers of Mathematics(2006)。Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence。Reston, VA：National Council of Teachers of Mathematics。  new window
2.南一書局(2009)。國民小學數學5下備課用書。臺南市：南一書局。  延伸查詢new window
3.國家教育研究院(2006)。國小數學教材分析--體積和角度。新北市：國家教育研究院。  延伸查詢new window
4.康軒文教事業(2009)。國民小學數學5上備課用書。新北市：康軒文教事業。  延伸查詢new window
5.翰林出版社(2009)。國民小學數學5下備課用書。臺南市：翰林出版社。  延伸查詢new window
6.Askew, M.、Hodgen, J.、Hossain, S.、Bretscher, N.(2010)。Values and variables: Mathematics education in high-performing countries。Nuffield Foundation。  new window
7.Carthcart, W. G.、Pothier, Y. M.、Vance, J. H.、Bezuk, N. S.(2003)。Learning mathematics in elementary and middle school。Upper Saddle River, NJ：Pearson Education。  new window
8.Van den Heuvel-Panhuizen, M.、Buys, K.(2008)。Young children learn measurement and geometry: A learning-teaching trajectory with intermediate attainment targets for the lower grades in primary school。Rotterdam, The Netherlands：Sense。  new window
9.教育部(2010)。國民中小學九年一貫課程綱要數學學習領域。台北市：教育部。  延伸查詢new window
10.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
11.教育部(1993)。國民小學課程標準。台北市：台捷。  延伸查詢new window
12.Conference Board of the Mathematical Sciences(2001)。The Mathematical Education of Teachers。Providence, Rhode Island：American Mathematical Society。  new window
13.Van de Walle, J. A.(2004)。Elementary and Middle School Mathematics: Teaching Developmentally。Boston：Pearson。  new window
其他
1.Cabrilog Company(2009)。About Cabrilog history，http://www.Cabrilog.com， 2009/10/30。  new window
圖書論文
1.譚寧君(1996)。面積與體積的教材分析。國民小學數學科新課程概說（中年級）協助兒童認知發展的數學課程。台北市：台灣省國民學校教師研習會。  延伸查詢new window
2.Hart, K.(1989)。Volume of a cuboid。Children's mathematical frameworks 8-13: A study of classroom teaching。Windsor, UK：NFER-Nelson。  new window
3.Lehrer, R.(2003)。Developing understanding of measurement。A research companion to principles and standards for school mathematics。National Council of Teachers of Mathematics。  new window
4.Owens, K.、Outhred, L.(2006)。The complexity of learning geometry and measurement。Handbook of research on the psychology of mathematics education: Past, present, and feature。Rotterdam, The Netherlands：Sense。  new window
5.Wilson, P. S.、Osborne, A.(1988)。Foundational ideas in teaching about measure。Teaching mathematics in grade K-8: Research based methods。Newton, MA：Allyn & Bacon。  new window
6.Battista, M. T.(2003)。Understanding students’ thinking about area and volume measurement。Learning and teaching measurement. 2003 yearbook。Reston, VA：National Council of Teachers of Mathematics。  new window
7.Clements, D. H.(2003)。Teaching and learning geometry。A Research Companion to Principles and Standards for School Mathematics。National Council of Teachers of Mathematics。  new window
8.Duval, R.(1995)。Geometrical pictures: Kinds of Representation and Specific Processings。Exploiting Mental Imagery with Computers in Mathematics Education。Springer-Verlag。  new window
9.Hiebert, J.、Carpenter, T. P.(1992)。Learning and Teaching with Understanding。Handbook of Research on Mathematics Teaching and Learning。Macmillan。  new window
 
 
 
 
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