中小學生物質微粒模式之迷思概念的診斷工具和分析方法

Diagnostic Instrument and Coding Method of Taiwanese Grade 4-12 Pupils' Alternative Conceptions in Learning the Particle Theory of Matter

10.6173/CJSE.2004.1202.03

林財庫(Tsai-Ku Lin)

物質微粒模式 ； 迷思概念 ； 認知模式 ； 模式識別 ； 機械典範 ； Alternative Conceptions ； Pattern Recognition ； Cognitive Model ； Particle Model of Matter ； Atomism

科學教育學刊

12卷2期（2004 / 06 / 01）

183 - 218

繁體中文

本文結合了物質微粒模式之「預試晤談分析、內容分析、認知分析和歷史發展分析」等的研究結果發展了一份（兩段式）診斷中小學生學習「物質微粒模式」之相關概念時所既有或新生之認知樣式(patterns)和層次的雙層試題和半結構性測後晤談問卷。這份診斷工具包含15個概念，分爲四個向度（題組），是經由分析高雄市兩所高中、兩所國中、兩所國小，共九個年級（小四到高三）2467位學生的半開放式紙筆測驗（題幹選項＋理由陳述）、8位預試晤談對象及128位受測學生之測後晤談資料的結果，分析與歸納而得。本診斷工具的發展在形式上仿照Treagust的步驟，在內容上則遵循人本建構論者的建議，在建立題庫和題組的過程中反覆參照前人的研究及「物質微粒模式」之認識論分析（包括內容分析、歷史發展分析和認知分析等）的結果。在結合這三種分析的基礎上建立16種具有高低（或先後）次序的「範疇結構模式」，以此作爲物質微粒理論之科學認知模式的理論原型(propotypes)，來編碼、分類和排序受測者筆試測驗和測後晤談的「質性資料」，並嘗試提出可以把這個過程一般化(generalized)的方法論原則。本診斷工具以「項目分析」來評估筆試測驗之每個試題的適切性（每一題都有鑑別度）；以「因素分析」和「理論修正」來建立各題組的構念效度；以內容分析和歷史發展分析做爲筆試及測後晤談之內容效度的參考；以受測者基本學力測驗或數理（自然、數學或理化等）成績作爲效標來建立筆試測驗的效標關連效度；以受測者學力測驗各科成績與本診斷工具之總分的高中低分組差異的變異數分析來建立另一種理論的構念效度（理論預測本診斷工具的總分與邏輯化程度較高的自然科及數學科成績有正向顯著相關，與邏輯化程度較差的社會科與語文科成績沒有顯著相關，預測結果與理論一致）。本診斷工具筆試測驗之整體（小四到高三）的α信度，理由陳述部分平均爲0.80；筆試及測後晤談之理由陳述部分的再測信度平均爲0.75。

A two step diagnostic instrument, which includes a two-tier paper pencil test and post-test interviews, have been developed to explore Taiwanese Grades 4-12 students' alternative conceptions in learning the particle theory of matter. This instrument includes 15 concepts (table 2), 33 items (Appendix one), and has been divided into four factors (groups). Each item of the written test consists of a content question having four choices, followed by a space for the pupil to complete the reason why the particular choice was selected. The instrument was administered to 2467 pupils from grades 4-12 in the city of Kaohsiung. After the written test, 128 students of the participants, across the ability range in math and physics with the ratio 1:2:1, were interviewed individually and in depth two months later. Four pairs and 16 sets of combinations (2^4=16) of characteristic categories of particle theory of matter (Table 1) have been used to code, classify and sequence the quantitative data collected from the written test and post test interviews. The methodological meaning of this new coding method has been discussed. Evidence in support of the validity of the instrument constructs was obtained through a validation study, which indicates that this instrument has a satisfactory content, factor, construct and criteria-related validity for the purpose of this study. The Cronbach alpha reliability coefficient (α=0.80 in average) and test-retest reliability coefficient (r=0.75 in average) suggested that this instrument has acceptable internal consistency.

1. Aikenhead, G. S.,Ryan, A. G.,Fleming, R. W.(1989).Department of Curriculum Studies, College of Education, University of Saskatchewan.Saskatoon:University of Saskatchewan Press.
2. Andersson, B.(1990).Pupils` conceptions of matter and its transformations.Studies in Science Education,18,53-85.
3. Ausubel, P. D.(1968).Educational psychology: A cognitive view.New York:Holt, Rinehart and Winston.
4. Barnes, J. (Ed.)(1984).Aristotle, Complete Works.Princeton:Princeton University Press.
5. Benson D. L.,Merlin C. W.,Mario E. B.(1993).Students` preconceptions of the nature of gases.Education in Chemistry,30(6),587-597.
6. Ben-Zvi, R.,Eylon, B.,Silberstein, J.(1987).Students` visualization of chemical reactions.Education in Chemistry,24(3),117-120.
7. Boltzmann, L.,Brush, S. G.(1964).Lectures on gas theory.California:Univ. of California Press.
8. Boscovich, R. J.,Child, J. M. (Trans.)(1966).A theory of Natural Philosophy.Cambridge:MIT Press.
9. Brook, A.,Driver, R.,Hind, D.,Stavy, R.,Stachel, D.(1984).Israeli Science Teaching Centre, School of Education, Tel Aviv University.Tel Aviv University Press.
10. Clausius, R.(1856).On a modified form of the second fundamental theorem in the mechanical theory of heat.Philosophical Magazine,12,86.
11. Dalton, J.(1808).A new System of Chemical Philosophy.UK:Bickerstaff.
12. de Vos, W.,Verdonk, A. H.(1996).The Particulate Nature of Matter in Science Education and in Science.Journal of Research in Science Teaching,33(6),657-664.
13. Garber, E. (Ed.)(1986).Maxwell on Molecules and Gases.Cambridge:MIT Press.
14. Hall, A. R. (Ed.)(1978).Newton, I., Unpublished Scientific Papers.Cambridge:Cambridge Univer-sity Press.
15. Kuanolov(1986).Story of Chemistry and Chemists.NY:Scientific Pub.
16. Lindberg, D. C.(1992).The Beginnings of Western Science.Chicago:Univ. of Chicago.
17. Lloyd, G. E. R.(1970).Early Greek Science: Tales to Aristotle.London:Chatto & Windus.
18. Maxwell, J. C.(1860).Illuustration of dynamical theory of gases.Philosophical Magazine,19,19-32.
19. Mcguire, J. E.(1983).Certain Philosophical Questions: Newton`s Trinity Notebook.Cambridge:Cambridge University Press.
20. Mintzes, J. J.,Wandersee, J. H.,Novak, J. D.(1998).Teaching Science for Understanding: A Human Constructivist View.NY:Academic Press.
21. Motte, A.,Motte, A(Trans.)(1947).Mathematical Principles of Natural Philosophy and His System of the world.Cambridge:Cambridge university press.
22. Nakhleh, M. B.,A. Samarapungavan(1999).Elementary School Children's Beliefs about Matter.Journal of Research in Science Teaching,36(7),777-805.
23. Newton, I.(1730).Opticks 4th editions of 1930.London:George Allen Unwin Ltd.
24. Novick, S.,Nussbaum, J.(1981).Pupils` understanding of the particulate nature of matter: a cross-age study.Science Education,65(2),187-196.
25. Novick, S.,Nussbaum, J.(1978).Junior high school pupils` understanding of the particulate nature of matter: An interview study.Science Education,62(3),273-281.
26. Nussbaum, J.,Driver, R.,Guesne, E.,Tiberghien, A. (Eds.)(1985).Children`s Ideas in Science.Milton Keynes, UK:Open University Press.
27. Nussbaum, J.,Mintzes, Wandersee,Novak, (Eds.)(1998).Teaching Science for Understanding: A Human Constructivist View.NY:Academic Press.
28. Piaget, J.(1972).The principle of genetic epistemology.London:Routledge & Kegan.
29. Rubba, P.,Andersson, H.(1978).Development of an instrument to assess secondary school students` understanding of the nature of scientific knowledge.Science Education,62(4),449-458.
30. Thackray, A. W.(1972).John Dalton: Critical assessment of his life and science.Cambridge:Cambridge University Press.
31. Treagust, D. F.(1988).Development and use if diagnostic tests to evaluate students` misconceptions in science.International Journal of Science Education,10(2),159-169.
32. Turnbull, H. W. (Ed.)(1959).Newton, I., Correspon-dence.London:George Allen Unwin Ltd.
33. Turnbull, H. W. (Ed.)(1961).Newton, I., Correspon-dence.London:George Allen Unwin Ltd.
34. Westfall, R. S.(1980).Never at Rest. A Biography of Isaac Newton.Cambridge:Cambridge University Press.
35. Wolf, A.(1935).A History of Science, Technology, and Philosophy in the 16th & 17th Centuries.London:George Allen Unwin Ltd.
36. Young, T.(1971).A course of Lecture on Natural Philosophy and the Mechanical Arts.London:George Allen Unwin Ltd.
37. 王俊乃(2001)。碩士論文(碩士論文)。高雄師範大學物理所碩士論文。
38. 北京大學哲學系編譯(1982)。古希臘羅馬哲學。上海:商務印書館。
39. 李衍譯、Dampier, W. C.著(1992)。科學史。台北:明文書局。
40. 苗力田譯、Aristotle著(1999)。亞理斯多德全集。台北:慧明文化。
41. 苗力田譯、Aristotle著(2000)。形而上學。台北:知書房。
42. 徐開來譯、Aristotle著(2002)。物理學。台北:慧明文化。
43. 曹毅風譯、斯吉伯諾夫著(1952)。人類認識物質的歷史。上海:青年出版社。
44. 莊緯彬、林慧潔、黃煒珽、顏世發、呂文平、許新振、林志峰、林宜聰、陳嘉慧、葉威成(2002)。碩士論文(碩士論文)。高雄師範大學物理所碩士論文。
45. 陳順強譯、Feynman, R.著(1963)。Feynman Lectures。台北:徐氏出版社。
46. 關文運譯、Descartes, R.著(1960)。哲學原理。上海:商務印書館。

1. 林慧潔、林財庫(2003)。高雄市國中小學生氣體迷思概念的認知類型、層次、頻率分佈及認知發展的分析研究。科學教育學刊，11(3)，297-330。
2. 林小慧(2008)。CISC 教學策略與國中生微粒概念學習成效之相關研究。教育心理學報，39(4)，533-554。
3. 林小慧(2008)。微粒概念理解測驗之編製。測驗學刊，55(2)，341-376。