兒童雲和雨概念

Childrens' Concepts of Clouds and Rain

10.6384/CIQ.200007.0137

楊明達(Ming-Ta Yang)；王靜如(Jing-Ru Wang)

開放性問卷調查 ； 先備知識 ； 雲和兩 ； study of open-ended questionnaire ； previous knowledge ； clouds and rain

課程與教學

3卷3期（2000 / 07 / 01）

137 - 152+169

繁體中文

本研究透過研究者自編的開放性問卷，調查高雄縣某國小四年級學童學習「雲和雨」單元前的概念類型。研究中根據兒童對問卷的反應，將其概念類型分成四類：先前單元學習、經驗類型、直觀型、語意型。研究發現學童對於概念的瞭解情形包括：「凝固」概念的瞭解是最好的，其次是「蒸發」的概念；「蒸發」概念的瞭解比「凝結」概念的瞭解要來得好；主要概念（雲、雨、霧）的類型比較多樣性，多是屬於神話傳說和直覺的反應；兒童對於不瞭解的事物通常都會以「觀察」或「想像」來得到對事物合理的解釋；兒童概念的形成是多面性的。教學上，通常都是由事例或實驗來進行教學，研究發現兒童很容易將實驗或事例記得很牢靠，但卻不知如何與概念連結；兒童可能被字的意義誤導，以致於認定字的意義就是概念的意義，由於先前單元的教材對兒童的影響是很深刻的，因此在教材的結排上，教師應該要小心的將可能會造成混淆的教材分開編排。

This study was to investigate grade four students' conceptions about ”Clouds and Rain”. Open-ended questionnaire was used in this research. Four types of concepts were revealed based on students' responses: previous, taught unit; previous experience; intuition; and vocabulary. This study also found that students had clear conceptions about ”solidification” and ”vaporization”. Students' conceptions regarding clouds, rain and fog were, mostly based on fairy tales, legendary traditions and intuition. As to the misunderstanding of events, students usually used their ”observation” or ”visualization” to make reasonable interpretations about the events. The constructions of students' conceptions were complicated. School science was usually taught by example or experiment. Students can remember those examples or experiments firmly, but they cannot connect this experience to the concept, and moreover, apply it to daily life. Students may also misread the meaning of words and take the word's meaning as concept. This learning experience may affect students' learning. In order to avoid this confusion, curriculum designers should take this into consideration.

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