透過建模教學提升學生在化學電池概念和建模能力上的表現

Eliciting Students' Understanding of Chemical Battery and Modeling Competence via Modeling-Based Instruction

10.6173/CJSE.202106_29(2).0003

曾茂仁(Mao-Ren Zeng)；邱美虹(Mei-Hung Chiu)

化學電池 ； 建模能力 ； 建模教學 ； 科學學習 ； Electrochemical Cell ； Modeling Competence ； Modeling-Based Instruction ； Science Learning

科學教育學刊

29卷2期（2021 / 06 / 01）

137 - 165

繁體中文

建模是科學家觀察現象、透過實驗證據而發展出科學理論以解釋現象的歷程。學生知識建構的歷程也需透過建立、修正與精緻模型，方能使其逐漸與科學模型相似。因此，科學學習的過程中培養學生建模能力是重要且必須的目標。本研究以四階段與八步驟之建模歷程設計國中階段化學電池課程，探討教師使用建模文本進行建模本位教學（Modeling-Based Instruction, MBI），對學生化學電池的科學概念與建模能力的影響。本研究化學電池概念問卷是由成分（電極、電解液、鹽橋與電器）、關係（反應方程式與原理）、系統（離子與電子移動）組成，共計44題，由兩位科學教育博士且具備MBI與化學背景的高中與國中教師、資深高中化學與國中自然科教師各一位建立專家效度，預測試卷的內部一致性信度為α = .76。研究對象為臺北市某國中七、八年級學生共51位，分成MBI組（n = 24）與一般教學組（n = 27），研究者收集學生教學前後的化學電池評量與晤談資料。研究結果顯示，MBI組於科學概念的整體表現、成分、關係與系統此四項學習成效較一般教學組高，且在科學概念的整體表現與系統達顯著差異（p ＜ .001）。針對建模能力的表現，MBI組於模型選擇、建立、效化與應用成效優於一般教學組。綜合以上研究結果可知MBI的確有利於學生在化學電池主題的學習。

Modeling is a process by which scientists develop theories to explain scientific phenomena based on the observations of natural and experimental evidence. Therefore, an important and essential goal in science education is to cultivate students' modeling competences. The purpose of this study is to use modeling-based instruction (MBI) to investigate the effectiveness of development of students' electrochemical cell concepts and modeling competences in learning electrochemistry. Participants were divided into two groups: (1) a MBI group (n = 24) and (2) a command instruction (CI) group (n = 27). The difference between these groups was that MBI was presented with explicit descriptions and representations of modeling processes during instruction. Both groups were asked to answer questions on an electrochemical cell assessment questionnaire. The items in the modified questionnaire were validated by three chemistry teachers and one science education professor. The internal consistency Cronbach's α result for the questionnaire items was .76. The findings revealed that: (1) the students in the MBI group significantly outperformed the CI group on the overall content knowledge about electrochemical cell (p ＜ .001), and (2) the students in the MBI group outperformed the CI group on overall modeling competence (p ＜ .001). These findings suggest that the MBI facilitated students learning of the electrochemical cell concepts and better enhanced their modeling competences.

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