题名

三~六歲幼兒對重量概念的認知:本質認知與保留推理

并列篇名

Young Children's Understanding of Weight (3-to 6-year-olds)-Weight as Essential Cognition of Matter and Reasoning of Conservation

DOI

10.6173/CJSE.2004.1202.02

作者

莊麗娟(Li-Chuan Chuang)

关键词

保留推理 ; 重量 ; 物質 ; 概念發展 ; Conservative Reasoning ; Conceptual Development ; Matter ; Weight

期刊名称

科學教育學刊

卷期/出版年月

12卷2期(2004 / 06 / 01)

页次

159 - 182

内容语文

繁體中文

中文摘要

本研究屬「幼兒重量概念發展」系列研究之一,其目的主要在探測此概念內涵中較進階的部分,分別檢視幼兒對重量的「本質認知」與「保留推理」。從24名3~6歲幼兒中,研究者發現:1.在「本質認知」方面,3、4歲幼兒對「物質的認知」、「非物質的辨識」及「物質的重量特性」等概念,已初步萌發;至於能超越外觀視覺,以重量特性來辨識物質者,至6歲時大致成熟;2.在「保留推理」方面,約於4歲時逐漸萌發,多數幼兒對重量的推測,仍受「離地高度」、「擴展或壓縮」、「變形或分割」、「溶解」、「冷熱效應」等因素的干擾,並呈現由知覺支配、有限焦點、線性因果推理、脈絡依賴等思考侷限;然而部分早慧幼兒,仍具同一、補償及可逆性思考,其能關注動態轉換的歷程,隱微覺知潛在物質的存在,並能自發的採用輔助線索,進行成熟的推理。

英文摘要

As the second part of the research about the development of young childrens' concept of weight, the purpose of this study is to explore advanced weight concepts such as weight as essential to the understanding of matter and the reasoning about conservation. The following results were found among the 24 participants (3-to 6-year-olds): Firstly, 3-to 4-year-olds showed their emergent ideas about objective weight understanding, such as the concept of matter, the distinction between substance and non-substance, and weight as characteristic of matter, etc. It's also worth noting that, about the age of 6, children were not tied to visual features while making weight predictions. Secondly, from about 4, young children had emergent ideas of conservation reasoning. Features such as the height above the horizon, compression or expansion, deform or division, dissolution and temperature effect dominated most children's prediction of weight. Some other features of children's conceptions were to find, such as perceptually dominated thinking, limited focus, linear causal reasoning, and context dependency. However, the early gifted children showed prominence in strategic thinking skills such as identical, compensational and reversible reasoning. They were even aware of the process of transformation. It appeared that they postulated something exists unseen but steady despite changes in appearance. In addition, they were capable of retrieving messages with relevant clues and then making their reasoning.

主题分类 社會科學 > 教育學
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被引用次数
  1. 洪文東(2011)。空間主題教學活動對幼兒空間概念學習與認知之影響。美和學報,30(1),125-146。
  2. 潘于君、陳昱蓁、江淑卿(2008)。幼稚園與二年級兒童速度概念之微觀發展研究。臺北市立教育大學學報:教育類,39(1),61-95。
  3. 莊麗娟(2006)。幼兒「重量概念」多元智能取向科學學習系統之建構。教育研究集刊,52(1),59-92。
  4. 莊麗娟(2007)。三~六歲幼兒對重量概念的認知:基礎認知與現象推理。科學教育學刊,15(1),73-97。
  5. 莊麗娟(2008)。三~六歲幼兒對「物、洞、影」實存性辨識之試探性研究。科學教育學刊,16(1),1-23。
  6. 莊麗娟(2008)。三~六歲幼兒對運動起因與軌跡的認知:自由落體、單擺與斜面運動。科學教育學刊,16(5),515-541。
  7. 莊麗娟(2009)。三~六歲幼兒對生物本質的認知:內在結構、固有潛質、身分穩定性。中華心理學刊,51(1),1-19。
  8. 莊麗娟(2010)。三〜六歲幼兒的科學性推理:法則的歸納、證據的推衍、問題的驗證。科學教育學刊,18(1),1-23。
  9. 莊麗娟、侯天麗(2013)。三~六歲幼兒的天真古生物學─恐龍的結構與行為。科學教育學刊,21(3),291-315。
  10. (2003)。「多層次」的動畫繪本設計與閱讀指導:統整性閱讀教材編製的新嘗試。教育學刊,21,79-103。
  11. (2008)。幼兒「重量概念」多元智能取向科學學習系統之成效分析。教育與心理研究,31(1),97-131。