運用概念圖教學探究國中生概念改變之研究－以「壓力」單元為例

Exploring Conceptual Change Using Concept Map as Strategy to teach Physics

林素妃(Shu-Fei Lin)；蘇明俊(Ming-Jun Su)；周建和(Chien-Ho Chou)

概念圖 ； 概念構圖 ； 另有架構 ； 概念改變 ； Concept map ； Concept mapping ； Alternative frameworks ； Conceptual change

物理教育學刊

9卷1期（2008 / 07 / 01）

19 - 41

繁體中文

本研究旨在運用概念構圖策略探究國中二年級學生「壓力」之另有架構及概念改變之情形。以質性研究為主，輔以量化統計考驗教學成效的差異性。研究對象為高雄市某國中二年級學生共78人，分派為實驗組和控制組。研究工具包括Novak所提出的「概念圖」及自編的「自然科教學成效試卷」等，另外輔以個別晤談方式，釐清學生之想法，以探究學生教學前後的另有架構類型、概念改變類型及概念構圖教學的成效。研究結果有：一、學生在教學前「壓力」之另有架構類型可分為七種：1.隱喻誤解型；2.感官經驗型；3.事實脫節型；4.概念類比型；5.概念固執型；6.情境連結型；7.以偏概全型。二、學生在教學後「壓力」之另有架構類型仍保留四種：1.隱喻誤解型；2.感官經驗型；3.概念固執型；4.情境連結型。三、學生教學前後的概念改變可歸類為六種類型：1.概念保留；2.概念增加；3.概念取代；4.概念共存；5.概念重組；6.概念捨棄。四、在「自然科教學成效」方面：概念構圖教學有助於學生壓力概念的學習。

This research apply Concept Mapping Strategies and analyze secondary school students' alternative frameworks and mechanism of conceptual change in learning pressure. The research method depends primarily on qualitative research as well as on quantitative research secondarily. The target subjects were from two classes of the second graders in one secondary school in Kaohsiung County. One class was the experimental group who received the teaching integrated with Concept Mapping Teaching Strategies, and the other one was the control group who carry on teaching by the way of tradition. The research tools used by this study include, ＂Concept map＂, and ＂Achievement in Natural Science Test＂, additionally with the assistance of the individual interview for understanding student's experiences and thoughts, to research students' type of alternative frameworks, the students' type of conceptual change and achievement of conceptual mapping. The result of the research were summarized as follows: The alternative frameworks of students' learning 'pressure' unit was categorized into seven types: A. metaphorical misconstruction, B. sensory experience, C. truth disconnected, D. conceptual analogy, E. conceptual obstinate, F. scenario connect, G. imperfect concept. 2. The alternative frameworks of students' learning 'pressure' unit was categorized into four types: A. metaphorical misconstruction, B. sensory experience, C. conceptual obstinate, D. scenario connect. 3. The Conceptual Change Mechanism of students' learning 'pressure' unit was categorized into six types: A. Concept Retain, B. Concept Increase, C. Concept Substitution, D. Concept Coexistence, E. Concept Reconstruction, F.Concept Abandon. 4. The influence of the learning performance for the different teaching methods: The result shows the experiment group is more progressive than the control group which using the traditional or direct teaching method.