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Author: 楊勝安
Sheng-an Yang
Thesis Title: 以學習環之教學策略探討國中學生溶液相關概念的學習成效
Investigating the Junior High School Students’ Conceptions of Solutions by the Learning Cycle Instructional Strategy
Advisor: 黃寶鈿
Hwang, Bao-Tyan
Degree: 碩士
Master
Department: 化學系
Department of Chemistry
Thesis Publication Year: 2003
Academic Year: 91
Language: 中文
Number of pages: 150
Keywords (in Chinese): 面談示範式群測溶液概念錯誤概念學習環教學學習感受
Keywords (in English): interview, group demonstration test, solution concepts, misconception, learning cycle instruction, learning attitude
Thesis Type: Academic thesis/ dissertation
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  • 本研究旨在探討學生對於溶液相關概念的認知情況以及經過教學後學生的學習情形。研究進行時藉由面談及開放式問卷等方式來瞭解學生對於溶液概念的想法,再以「示範式群測」的測試工具收集資料,並根據學習環之教學策略針對溶液相關概念設計教學活動,藉以幫助學生學習與導正學生既有的錯誤概念,最後再藉由學習興趣暨態度量表的實施,以瞭解學生對於本教學模式之興趣與態度。本研究的對象為國中一年級至三年級學生,分成實驗組與控制組,共計433人。主要的研究結果說明如下:
    一、學生對於溶液的基本定義不清楚,習慣用日常生活經驗來解釋溶解現象,並以溶質的巨觀外型來判斷其在溶液中的微觀情況。多數學生受到不同的溶解方式與靜置時間的影響而對溶質均勻分佈與粒子概念產生許多錯誤的想法。而在溶質粒子守恆性概念方面,多數學生認為加熱會讓溶解在溶液中的溶質進一步溶解,因而改變溶質的體積大小與數量多寡。
    二、比較年級的認知差異方面,研究主要發現學生在氣體溶質粒子概念、粒子守恆性概念與濃度概念等方面的答對率隨著年級的增加而成長。
    三、本教學模式對於實驗組學生溶液相關概念的學習具有正面的幫助,尤其在溶質的粒子觀點以及溶質粒子守恆概念的進步幅度最大。另外,本研究中所取樣的國二學生整體的學習效果比國一好,而國三學生的學習效果則略高於國二學生。
    四、從學習感受問卷結果顯示,大部分的實驗組學生對於這次的學習環教學活動感到有興趣且多數持有正面的態度,並認為這個活動的教學內容對於以後學習理化是有幫助的。

    The main purpose of this study is to investigate students’ recognition of correlated concepts of solutions. At the beginning of this study, the students’ concepts of solutions were collected by interviews and open-end questions with a group demonstration technique. Then, an instructional strategy for the correlated concepts of solution was designed. At the end of this study, the students’ learning interests and attitude for this teaching model were evaluated by questionnaire. The subjects were 433 students of grade 7 to grade 9 in the junior high schools. They were divided into the experimental and the control groups. The main findings of the study were:
    1. Students held unclear concepts about the definition of solution, and they were used to explain dissolution by daily life experience and to describe the microphenomenon of the solutes in solution by the macroscopic point of view of the solutes. Many students were influenced by the different ways of dissolution and had many misconceptions about the concept of homogenous of solute particles. In the conservation concepts of solute particle, many students thought that the volume and numbers of solutes would be changed, because heat made the solute melt further in the solution.
    2. Comparing the difference in the recognition of the concepts of solution, conservation and concentration of particles in gaseous solute were progressed as grade growth.
    3. Comparing the improvement between the experimental and the control group, it revealed that the instructional model would assist students’ understanding the conceptions of solutions, especially in the particle concept of solute and the conservation concepts of solute particle. Besides, in this research, it found that the effectiveness of teaching for the eight grade students were better than that of seven grade students, and the nine grade students were better than that of the eight grade students.
    4. Most students were interesting and assumed a positive attitude toward this learning cycle instructional activities and they thought the contents in this instructional unit would be useful for their learning of physical science in the future.

    目 錄 表 目 次 ..........................III 圖 目 次 ............................V 第一章 緒論 第一節 研究動機與目的................1 第二節 名詞解釋與界定................3 第三節 研究限制......................5 第二章 理論基礎與文獻探討 第一節 皮亞傑認知發展理論............7 第二節 錯誤概念與概念診斷...........11 第三節 粒子概念與溶液的錯誤概念.....16 第四節 學習環教學理論...............22 第五節 課程分析.....................30 第三章 研究方法與步驟 第一節 研究對象.....................37 第二節 研究方法與設計...............39 第三節 研究步驟與流程...............42 第四節 研究工具.....................46 第五節 學習環教學活動的內容與設計...50 第四章 結果與討論 第一節 面談與開放式問卷之結果分析....65 第二節 國中學生溶液相關概念之認知情況.................74 第三節 各年級學生對溶液相關概念的認知差異.............93 第四節 學習環教學活動對溶液相關概念的教學成效........107 第五節 學習感受問卷的調查結果分析....................123 第五章 結論與建議 第一節 結論..........................................131 第二節 建議..........................................136 參考文獻 中文部分.............................................139 英文部分.............................................143 附 錄 附錄一:前測工具舉例.................................149 附錄二:後測工具舉例.................................150

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