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題名:國民中小學學生生命概念發展之研究
作者:吳慧珠
作者(外文):Heidi, Wu
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:吳裕益
學位類別:博士
出版日期:2002
主題關鍵詞:生命概念特定範疇類別一般類別特定範疇生命概念生命概念分類生命概念判斷生命概念發展life conceptad hoc categorygeneral categoryad hoc life conceptlife concept classificationlife concept judgmentlife concept development
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本研究以生命概念發展理論、概念分類理論以及特定範疇概念分類理論為架構,探討高雄縣市國民中小學學生之生命概念發展情形,以作為概念教學與生命教育推動之參考。為達上述之目的,首先經由文獻探討,分析相關理論與研究之後,提出縱貫與橫斷之研究設計,接著以嚴謹的程序編製生命概念問卷,之後在縱貫研究部分,以立意取樣方式對高雄縣市國小一、三、五年級和國一共1364位學生進行三次的測驗;在橫斷研究部分,以都市化及行政區兩種指標,分層隨機抽取國小一、三、五年級和國一共2989位學生施測。所得之資料以階層線性模式、單因子和多因子變異數分析、 考驗、 考驗、t考驗等統計方法以及質性研究的歸納法加以分析、比較、討論,獲得30餘項研究發現,並歸納重要之研究結論如下:
一、 生命概念本質方面
(一) 生命概念確實含有自然概念之朦朧性特質。
(二) 物體之本質與類別會影響學生對其生命概念的判斷與理由選。(三) 生命的欲求、生命的成長、生命的挑戰、生命的價值與生命的抉擇等五個生命概念特定範疇概念層級性清晰。
二、 生命概念發展現況方面
(一) 學生的生命概念判斷表現最好,生命概念二類分類次之,生命概念三類分類最後。
(二) 學生在分類個別項目的表現為「成員盡罄」優於「類別互斥」優於「作答正確」。
(三) 不同年級學生運用的分類方式有關鍵期現象。
1. 運用「會不會動」分類方式的關鍵時期是一至三年級階段。
2. 運用「有沒有生命」分類方式的關鍵時期是三至五年級階段。3. 運用「是不是生物」分類方式的關鍵時期是五年級至國一階。4. 運用「三種完全互斥」分類方式的關鍵時期是三至五年級階。5. 改善「二加一」錯誤分類方式的關鍵時期也是三至五年級階。三、 影響生命概念表現因素方面
(一) 影響生命概念判斷的重要因素有年級、性別、語文表現和社經地位等。
(二) 影響生命概念分類的重要因素有年級、性別、社經地位和居住情形等。
(三) 影響特定範疇生命概念的重要因素有性別、年級、社經、都市化、縣市和兄弟姊妹人數等。
四、 生命概念發展理論驗證方面
(一) Piaget的泛靈論獲得實際資料的支持。
(二) Carey的類理論轉變觀點得到實際資料的支持。
五、 生命概念發展測驗工具方面
(一) 生命概念發展測量工具之發展具有理論基礎。
(二)生命概念發展之測量工具編製程序嚴謹。
(三)生命概念發展之測量工具具有良好的信效度。
(四)生命概念發展之測量工具尚有成長空間。
根據以上的研究結論,研究者分別建構生命概念判斷、生命概念分類與特定範疇生命概念之橫斷關係與縱貫成長模式,並從生命教育實務、議題教育政策、生命概念理論及未來研究等方面提出具體建議。
Based on life concept development theories, conceptual classification theories, and ad hoc conceptual classification theories, this research intended to probe the life concept development of the elementary and junior high school students in both Kaohsiung city and kaohsiung county in hopes of presenting the research results for the reference of concept teaching and life education efforts. To attain this goal, the author analyzed related theories and researches, proposed both longitudinal and cross-sectional research designs, and made up life concept questionnaires. She chose 1364 grade one, three, five and seven students in Kaohsiung city and Kaohsiung county as purposive samples for the longitudinal study and administered the tests to them three times in one school year (from 2001 to 2002). In the cross-sectional study, she used urbanization and administration district as benchmarks and chose 2989 grade one, three, five and seven students from the same places as random samples. The data gathered were analyzed, compared and discussed by means of hierarchical linear model, one-way and multiple-way ANOVA, test, test, t-test and quality quasi-statistical induction. More than 30 findings were summarized as follows. With respect to the nature of life concepts, (1) life concept involves an ambiguous quality of natural concept. (2) The category an object belongs to and the essence of an object can affect children’s judgment of its life and choices of reasons. (3) The five ad hoc concepts─desires in life, growth of life, challenges in life, values of life, and choices in life─all have clear hierarchical structures. In terms of life concept development, (1) the subjects performed better in life concept judgment than in two-category life concept classification and performed the worst in three-category life concept classification. (2) In classifying individual items, the subjects perform better on “member exhaustion” than on “category exclusion,” and better on “category exclusion” than on “correct response.” (3) There are different critical stages in the subjects’ classification styles. Subjects at the stage between grades one and three use “move/not move,” subjects at the stage between grades three and five use “have/not have life,” and subjects at the stage between grades five and seven use “living/non-living things.” The critical stage at which subjects apply “three categories, completely exclusive” and improve the “2 plus 1”errorneous classification is between grades three and five.Factors that affect the development of life concept are as follows: (1) Grade level, gender, language performance and socioeconomic status can influence the students’ life concept judgment. (2) Grade level, gender, socioeconomic status and family structure can affect the students’ life concept classification. (3) Grade level, gender, socioeconomic status, urbanization degree, city/county difference and number of siblings can affect the students’ ad hoc life concept.As far as the confirmations of life concept development theories are concerned, Piaget’s animism and Carey’s view of theory-like conceptual change were confirmed.As to the tools for the test of life concept development, (1) the development of the measurement of life concept development has theoretical basis. (2) The making of the test of life concept development was conducted in a meticulous way. (3) The test of life concept development has good credibility and validity. (4) The test of life concept development can still be improved. According to the above conclusions, the author constructed the cross-sectional relations between life concept judgment, life concept classification and ad hoc life concept. Also, longitudinal growth models were constructed. Then she gave suggestions in terms of life education practice, issue education policies, life concept theories and further studies.
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