科學知識重建的認知取向分析__臺灣人文及社會科學引文索引資料庫

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題名：	科學知識重建的認知取向分析
書刊名：	高雄師大學報
作者：	洪振方
作者(外文)：	Hung, Jeng-fung
出版日期：	1996
卷期：	7
頁次：	頁293-328
主題關鍵詞：	知識重建；概念改變；認知歷程；科學教育；Knowledge restructuring；Conceptual change；Cognitive processes science education
原始連結：	連回原系統網址
相關次數：	歷年統計：被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:5 共同引用:25 點閱:53

　　　　　晚近認知心理學及知識重建的理論使學界瞭解探究科學學習歷程的一個有用的解釋，是將科學知識重建的形式區分成弱重建與根本重建，因為此一觀點有助於更深入地瞭解學生概念改變的困難性。再者，將「先前知識」與「概念衝突」這兩個因素統合考量，可以詮釋大多數的學生科學學習的困難，因為此一歷程涉及了科學知識的根本重建，而這種重建可類比於科學史中的理論改變。由於「知識重建」對再解科學學習的歷程是一有用的解釋，本文首先將從認知心理學的研究來探討科學知識的重建，以對科學知識重建的本質以及它如何發生作一較為完整的剖析；其次，以科學哲學及科學史中的理論與範例作一論證，以說明科學知識重建與概念改變的關係；此外，並以文獻中的研究結果，指出影響科學知識重建之認知因素，以及科學教室中學生知識重建的可能機制；最後，從這些討論，探討科學知識重建在科學教育的涵意。

以文找文

　　　　　Recent researches on cognitive psychology and theories of knowledge restructuring suggest that a useful explanation for investigating the process of science learning is to differentiate the weak restructuring and the radical restructuring in knowledge acquisition. Such a viewpoint helps to penetrate into the difficulties in students' conceptual changes. In addition to that, the synthetic consideration of prior knowledge and conceptual conflict can explain most students' difficulties in science learning because it involves the radical restructuring which bears analogy to the change of theories in scientific history. Owing to the significance knowledge restructuring bears to the conceptual change process in science learning, a theoretical analysis based on cognitive researches is presented here in detail. The following discussion includes the essence of sceintific knowledge restructuring and the relation it bears to conceptual changes, factors affecting as well as mechanism for scientific knowledge restructuring. Last of all, the implications of knowledge restructuring for science teaching are also discussed. It is argued that issues mentioned above are cruical to the study of science teaching.

以文找文

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會議論文
1.	Kuhn, Thomas S.(1983)。Commensurability, Comparability, Communicability。The 1982 Biennial Meeting of the Philosophy of Science Association。East Lansing, MI：Philosophy of Science Association。669-688。
2.	Gentner, D.(1981)。Generative analogies as mental model。The Third Annual Conference of the Cognitive Science Society。Berkeley, CA。97-100。
3.	Walker, B. J.(1986)。Variations in problem-solving styles in the Wason 2-4-6 rule discovery task。The first annual Ohio University Conference。Athens, OH。
4.	Vosniadou, S.、Schommer, M.(1986)。Analogy as a mechanism in knowledge acquisition。The annual meeting of the American Educational Association。San Francisco。
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研究報告
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學位論文
1.	洪振方(1994)。從孔恩異例的認知與論證探討科學知識的重建(博士論文)。國立師範大學。延伸查詢
2.	祖莊琍(1995)。高中學生物理知識重建歷程的特徵研究(碩士論文)。國立高雄師範大學。延伸查詢
3.	Driver, R.(1973)。The representation of conceptual frameworks in young adolescent science students(博士論文)。University of Illinois，Urbana, IL。
4.	Walker, B. J.(1987)。A comparison of the psychological effects of the possibility of error and actual error on hypothesis testing(博士論文)。Bowling Green State University，Bowling Green, OH.。
5.	Walker, B. J.(1985)。Instructional effects on strategy choice and solving efficiency in the Wason 2-4-6 rule discovery ask(碩士論文)。Bowling Green State University，Bowling Green, OH。

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圖書論文
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