國三學生板塊構造運動概念學習之心智狀態研究

A Study on Mental States of Ninth Grade Students in Learning about the Concepts of Plate Tectonics

10.6173/CJSE.2004.1204.01

劉嘉茹(Chia-Ju Liu)；侯依伶(I-Lin Hou)

情緒 ； 意圖 ； 心智表徵 ； 心智狀態 ； 板塊構造運動概念 ； Emotion ； Intention ； Mental Representation ； Mental States ； The Concepts of Plate Tectonics

科學教育學刊

12卷4期（2004 / 12 / 01）

399 - 420

繁體中文

本研究的目的是了解國中三年級學生學習地球科學課程板塊構造運動概念的心智狀態，並藉由探討心智狀態對概念學習的影響來釐清學生學習板塊構造運動概念的困難癥結，以提供研究及教學上的建議。本研究根據劉嘉茹、侯依伶(2002a)對心智狀態的分類方法，先行發展出適合偵測學生學習板塊構造運動概念的心智狀態量表和板塊構造運動概念測驗，隨後以高雄市區某國中三年級88名學生爲研究對象分別於教學前後進行三次施測，並根據施測結果挑選學生深入晤談，最後進行量化統計以及質性資料分析。研究結果顯示學生在學習過程中情緒、意圖、概念內在心智表徵以及概念外在心智表徵之間環環相扣、相互影響，且不同概念學習成就的學生在學習過程中的心智狀態變化情形均具有不同之特色。其中低分組學生的學習成效受意圖變化的影響較明顯，而中分組和高分組學生的學習成效則明顯受到內在心智表徵能力變化的影響。不同的學生在概念學習的過程中也會受到不同心智狀態子向度的影響，教師可藉由了解學生心智狀態特質的呈現來提升學生學習的心智狀態來改善學生概念學習的成效。

The main purposes of this study were to investigate the mental states of ninth grade students in learning about the concepts of plate tectonics in an earth science course, and to study the reasons behind the difficulties students had by investigating the impacts of mental states on conceptual learning. Based on the classifications of mental states (Liu and Hou, 2002), a questionnaire was developed to measure mental states in learning about the concepts of plate tectonics. The questionnaire was administered three times to eighty-eight ninth graders while they were learning about plate tectonics. After instruction, eleven students were selected for further interviews. The important findings showed that emotions, intentions, internal mental representations, and external mental representations of mental state were cross linked. The mental states of students while they were learning continuously affected achievement. Students with different levels of achievement had different changes in metal states during learning. For low-achievement students, the changes in the category of intention affected their learning the most. On the other hand, the middle-achievement and high-achievement students were affected mainly by the changes in the category of internal mental representations. Teachers can use this questionnaire to understand the mental states of their students and improve the mental states of students to promote their learning.

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