探究以學生心智模式為設計基礎之教－學序列對學生電學學習之影響

Investigating the Influences of Mental Model Based Teaching-Learning Sequences on Students' Learning in Electricity

10.6173/CJSE.2009.1706.03

林靜雯(Jing-Wen Lin)；邱美虹(Mei-Hung Chiu)

心智模式 ； 支序分類之概念演化取向 ； 教－學序列 ； 電學 ； Mental Model ； Cladistics Approach in Conceptual Evolution ； Teaching-Learning Sequence ； Electricity

科學教育學刊

17卷6期（2009 / 12 / 01）

481 - 507

繁體中文

本研究整合了支序分類之概念演化取向所獲得的學生電學心智模式演化路徑，與歐洲教－學序列研究典範之一的「教育重建」，設計以學生心智模式為基礎之教－學序列以協助學生電學學習。研究者從212位國一學生中篩選30位學習成就及診斷式測驗成績相當者，根據學生所持有的三種主要心智模式分成六小組（三種心智模式×實驗組與對照組），分別進行八節課「教學實驗」。而後，再度進行學習成就與診斷式測驗，並加測情意態度。研究結果顯示本研究所設計的教－學序列，能幫助學生達成教科書目標並克服電學另有概念，且學生情意態度之結果亦支持此一結論。此結果除可作為真實教室中教學的參考外，亦支持支序分類之概念演化取向有助於有效教－學序列的設計。

Because the increase of teaching-learning sequence research in Europe, the development of middle or micro scale science curriculum emphasizes students' conceptual evolutionary pathways. Therefore, this study adopts a novel approach-a cladistical approach to obtain students' conceptual evolutionary pathways in electricity. It then integrates this approach into the research framework of ”educational reconstruction” to design teaching-learning sequences (TLSs), which are based on developmental pathways of students' mental models. Thirty 7th graders with equal achievement and diagnostic test scores were selected from 212 7(superscript th) graders and then assigned to 6 groups (experimental and comparison groups×3 mental models), which were based on their mental models. After 8 classes of teaching experiments, 30 students took achievement tests and the diagnostic test again. In addition, they also took a test for transfer and an affective questionnaire to examine the effectiveness of the designed TLSs. The results indicate the designed TLSs could help students in the TLS group or its sub-groups to attain the objectives of current curriculum and to overcome alternative conceptions more efficiently. These results are also supported by the students' affective questionnaire. Furthermore, they also reveal that the cladistical approach is helpful in designing effective TLSs indirectly. The designed TLSs could be reference resources for instruction in real classrooms in advance.

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