概念改變研究的省思與啟示

Reflections and Implications of Research on Conceptual Change

10.6173/CJSE.2000.0801.01

邱美虹(Mei-Hung Chiu)

概念改變 ； 本體論 ； 不相容理論 ； conceptual change ； ontology ； incompatibility hypothesis

科學教育學刊

8卷1期（2000 / 03 / 01）

1 - 34

繁體中文

長久以來有關概念改變的相關研究大都指出，學童在改變原有的科學概念過程中是很困難的，這其中的解釋有許多相似性，如概念本身是抽象的、是複雜的、是與生活經驗不一致的。因而學者嘗試透過不同的策略（如模擬、動手做、模型）以促進學童學習，但對某些特定的科學概念（如電流、熱、擴散、化學平衡）其成效卻尚無定論(Chi, 1997)。是否我們所做的假設－抽象、複雜，並非問題的癥結，以致有些策略無法達成根本的概念改變？若是如此，還有什麼其他會造成科學概念難以學習的可能因素呢？除此之外，有些學者指出兒童科學概念的改變與科學革命有其相似性（如Carey, 1985；Kuhn, 1970），但亦有學者指出，兒童科學概念的改變並不如科學革命如此劇烈或進行根本的重建（如Chi, 1997; Nerssessian, 1989; Thagard, 1992）。究竟兒童科學概念改變與科學革命的過程有何異同呢？本文主要的目的便是探討概念改變的特質、機制、以及孩童概念改變與科學革命歷程之關係。

For decades, research in conceptual change has shown that changing students' scientific knowledge is very difficult. The interpretations of researchers in this field are quite similar. That is, it is recognized that scientific concepts are abstract, complex, and inconsistent with daily experiences. Therefore, many researchers developed various teaching strategies to promote students' learning in sciences. However, to some extent, students' concepts of some specific concepts in science (e.g., electricity, heat, diffusion, chemical equilibrium) have not been easily changed by instructional innovations (Chi, 1997). This raises some questions: Do we really understand the meaning and mechanism of conceptual change? What other factors should we consider when we implement teaching strategies for conceptual change that we did not initially take into account? In this paper, the author discusses several researchers' theories of conceptual change from different perspectives, and then compare similarities and differences between children's and scientists' conceptual change in the domain of science (e.g., Chi, 1992, 1997; Nersessian, 1989; Thagard, 1992; Vosniadou, 1994).

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