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題名：運用不同電子元件教學探討電流方向心智模型之改變--以四年級學生補救教學為例
書刊名：課程與教學
作者：楊志強 引用關係／洪振方 引用關係／林日宗
作者(外文)：Yang, Chih-chiang／Hung, Jeng-fung／Lin, Jih-tsung
出版日期：2015
卷期：18:2
頁次：頁169-200
主題關鍵詞：補救教學；電流方向；心智模型；Remedial instruction；Electric current direction；Mental model
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(0) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:124
  • 點閱點閱:37
本研究主要運用不同特性之電子元件，探討電流方向心智模型建立之補救教學成效。藉由電流模型的評測工具以及晤談診斷，確定91位四年級國小學生的心智模型類別後，選出18位補救教學對象，隨機分成三組，提供學生不同性質的電子元件，包括傳統燈泡、馬達、LED燈泡，透過實際操作的過程以及類比說明的方式，引導學生建立電流方向心智模型。以卡方檢定分析三組學生的學習成效差異，結果顯示LED燈泡組以及馬達組的效果優於傳統燈泡組，研究者推論是由於LED及馬達的電子元件特性，可以顯現出電流的方向性，進而提升學生對於電流方向性的理解。最後，本研究提出對電流心智模型教學的反思及建議。
The purpose of this study was to investigate the progress and effects of remedial instruction of mental model built by electric current direction through the use of different electronic devices. 91 4th graders participated in a diagnostic instrument and later were asked about the electric current direction. Then 18 of them were assigned randomly into three groups for a remedial instruction. The three groups were offered with electronic devices with different characteristics. For the mental model built by electric current direction, students were encouraged to operate the objects with analogy illustrated. The results showed that the performances of the LED group and the motor group were better than the traditional group. This could be that the characteristics of the LED and motor show better for the electric current direction which promotes a clear understanding for students about the electric current direction. A further review and some suggestions are also addressed.
期刊論文
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8.徐偉民、林潔慧(20100300)。利用教學模組進行國小四年級四則運算兩步驟文字題補救教學之行動研究。屏東教育大學學報：教育類，34，211-242。new window  延伸查詢new window
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15.陳啟明、陳瓊森(19920400)。發展紙筆測驗以探究高一學生對直流電路的迷思概念。科學教育，3，21-72。  延伸查詢new window
16.陳龍川(19920600)。花蓮師院學生簡單直流電路迷思概念類型及其分佈調查。花師數理教育學報，1，65-80。  延伸查詢new window
17.陳瓊森(1993)。高一學生直流電路概念結構之研究。彰化師範大學學報，4，511-543。  延伸查詢new window
18.Empson, S. B.(2003)。Low-performing students and teaching fractions for understanding: An interactional analysis。Journal for Research in Mathematics Education，34(4)，305-343。  new window
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22.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
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24.林靜雯、邱美虹(20050900)。整合類比與多重表徵研究取向探究多重類比設計對兒童電學概念學習之影響。科學教育學刊，13(3)，317-345。new window  延伸查詢new window
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會議論文
1.楊志強、洪振方(2011)。運用概念改變理論於兒童方位概念建模教學。中華民國第28屆科學教育學術研討會。高雄。  延伸查詢new window
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3.White, B. Y.、Frederiksen, J. R.(1986)。Intelligent tutoring systems based upon qualitative model evolutions。The National Conference on Artificial Intelligence。Philadelphia, Pennsylvania。  new window
研究報告
1.曾耀霆(1999)。國小學生電學概念之研究 (計畫編號：NSC88-2511-S153-009)。  延伸查詢new window
學位論文
1.李燕文(2011)。探究四年級低成就學生於POE教學過程中簡單和串聯電路之電路心智模式變化及其異例反應和影響因素(碩士論文)。臺北市立教育大學。  延伸查詢new window
2.黃朝琴(2003)。國小中年級兒童電學想法類型與概念改變之研究(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
圖書
1.周秋香(2005)。自然科學與生活科技槪論。臺北：心理出版社。  延伸查詢new window
2.陳正昌(2004)。行為及社會科學統計學：統計軟體應用。台北：巨流圖書。  延伸查詢new window
3.Baroody, Arthur J.(1987)。Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers。Teachers College, Columbia University。  new window
4.教育部(2003)。國民中小學九年一貫課程綱要。臺北市：教育部。  延伸查詢new window
5.Osborne, R.、Freyberg, P.、Bell, Beverley(1985)。Learning in science: The implications of children's science。Auckland, NZ：Heinemann。  new window
6.Johnson-Laird, Philip Nicholas(1983)。Mental Models: Towards a Cognitive Science of Language, Inference, and Consciousness。Cambridge, Massachusetts：Harvard University Press。  new window
7.Stein, M. K.、Smith, M. S.、Henningsen, M. A.、Silver, E. A.(2000)。Implementing standards-based mathematics instruction: A casebook for professional development。New York, NY：Teachers College Press。  new window
8.林清山(1992)。心理與教育統計學。東華書局。  延伸查詢new window
圖書論文
1.Stein, M. K.、Remillard, J.、Smith, M. S.(2007)。How curriculum influences student learning。Second handbook of research on mathematics teaching and learning。Information Age。  new window
2.Gentner, D.、Gentner, D. R.(1983)。Flowing Waters or Teeming Crowds: Mental Models of Electricity。Mental Models。Lawrence Erlbaum Associates, Inc.。  new window
3.Slavin, R. E.(1989)。Students at-risk for school failure。Effective programs for students at-risks。Boston, MA：Allyn and Bacon。  new window
4.Steinberg, M.、Clement, J.(2001)。Evolving mental models of electric circuits。Research in science education - Past, present, and future。Dordrecht, Netherlands：Kluwer。  new window
5.Schwedes, H.、Dudeck, W.-G.(1996)。Teaching electricity by help of a water analogy。Research in Science Education in Europe。London：Falmer Press。  new window
6.Buckley, B. C.、Boulter, C. J.(2000)。Investigating the role of representations and expressed models in building mental models。Developing models in science education。Kluwer Academic Publishers。  new window
7.Glynn, S. M.(1991)。Explaining Science Concepts: A Teaching-with-analogies Model。The Psychology of Learning Science。New Jersey：Erlbaum。  new window
8.Driver, R.(1988)。Theory into Practice 2: A Constructivist Approach to Curriculum Development。Development and Dilemmas in Science Education。London, UK：Falmer Press。  new window
 
 
 
 
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