國小一、二、三年級學童液體量與重量守恆概念
發展之教學效果的研究
研究生：王念慈
國立台灣師範大學化學研究所
中文摘要
守恆概念是密度、化學平衡、物質三態變化、氧化還原等化學概念的基礎。本研究主要的目的是探討國小一、二、三年級學童液體量、重量守恆概念的發展情形，進而設計教學單元以促進學童概念的轉變。對象包括台北市與台北縣等三所國小一、二、三年級的學童，共1036人。
本研究採用實驗研究法，將學童分為實驗組與控制組，依前測、教學、後測之程序實施，實驗組進行教學活動，控制組則沒有進行教學活動。研究工具包含液體量、重量守恆推理能力與學習環教學活動。 主要研究發現為下列數點：
（一） 學童液體量與重量守恆概念的發展順序大致與皮亞傑的研究一致。液體量守恆概念約在三年級左右發展完成，重量守恆概念發展在液體量守恆概念之後。
（二） 液體量與重量守恆概念推理能力的發展，國小一、二、三年級學童男女間在統計上沒有顯著差異。
（三） 接受守恆概念教學的實驗組，前後測達到守恆概念的人數經過統計上的卡方考驗，達到統計上的顯著差異。由此可以看出，透過教學實驗活動確實能對實驗組學童的守恆概念，產生了積極正向的影響。
（四） 教學活動對性別的學習成效上，在統計上並沒有顯著差異。
（五） 經過教學後，學童思考型態漸趨多元化，推理能力也更加進步。守恆概念的教學對實驗組學童認知結構的發展，造成正向的影響。

Abstract
Conservation concepts are the most foundamental concept in chemical knowledge. The purposes of this study were to probe into the development of liquid conservation and weight conservation concepts of students, to explore the concept change of liquid conservation and weight conservation concepts through designed teaching activities. The sample of the research were students from grade 1 to 3 in elementary schools. To
-tally 1036 students completed the tests.
An experimental research method was used for this study. Both experimental group and control group were conducted by pre and post-tests. But only experimental group was treated with a learning cycle teaching activity between pre and post-tests. The instrutments used in the research were as follows: (1) Diagnostic test of liquid conservation. (2) Diagnostic test of weight conservation. (3)The learning cycle teaching activity. They were a group demonstration test.
The major findings of this paper were : (1) In general, this study supported the sequence of development of conservation as stated in the Piagetian theory. Liquid conservation was developed at grade three, and wight conservation was developed latter. (2) No difference between genders was found on the development of liquid conservation and weight conservation. (3) When comparing the pre and post-tests , there was an obvious improvement of the percentage of correct responses in the liquid and weight conservation concepts after teaching, (4) There was no gender difference was found on the teaching effects in liquid and weight conservation for the experimental group students. (5) Children’s multi-thinking patterns and progressive reasoning abilities was found after teachung by learning cycle method. The teaching conserning conservation concept was an effective method to the cognitive development of experimental group students.
Keyword︰cognitive development, conservation concept of liquid quantity, conservation concept of weight, concept diagnosis, learning cycle, concept teaching.

參 考 文 獻
中文部份：
王文科（民85）：皮亞傑式兒童心理學與應用。台北市：心理出版社有限公司。
王文科（民76）：認知發展理論與教育。台北市：五南圖書出版公司。
甘漢銧、熊召弟、鍾聖校（民83）：小學自然科教學研究。台北市：師大師苑。
林清山譯（民83）：教育心理學：認知取向。台北遠流出版公司。
陳李綢（民81）：認知發展與輔導。台北市：心理出版社有限公司。
郭生玉（民86）：心理與教育測驗。中和市：精華書局。
俞筱鈞（民77）：認知發展實驗理論與方法。台北市：中國文化大學出版社。
黃寶鈿、黃湘武（民75）學生推理能力與概念發展之研究。認知與學習研討會
專輯（第一次）。台北市，國家科學委員會，4-16。
黃寶鈿、陳幸如、李宇浚（民75）：示範群測法研究學生的守恆概念：排水體
積守恆。七十四年度科學教育學術研討會論文彙編。
黃寶鈿、黃湘武（民75）：示範群測法對我國學生重量與體積守恆推理能力發
展之研究。七十四年度科學教育學術研討會論文彙編。
國民小學自然科課程實驗研究委員會（民83）：國民小學自然科新課程概說。
台灣省國民學校教師研習會。
國民小學自然科課程實驗研究委員會（民82-87）：教育部委辦國民小學自然科
實驗教材1-12冊。台灣省國民學校教師研習會。
熊召弟（民85）︰建構者觀的自然科學。科學教育研究與發展，3，3-11。
賴玉春（民73）：學前兒童質量保留概念訓練效果之研究。台東師專學報，12
，1-73.
蘇建文（民62）：兒童量保留概念發展之研究。測驗年刊，20，61-75。
謝瑞蘭（民69）：兒童守恆概念發展之研究。文化大學家研所碩士論文。
劉錫麒（民63）：我國兒童保留概念的發展。師大教育研究所集刊，16，97-
160。
英文部份：
Abraham, M.R., Grzybowski, E.B., Renner, J.W. & Marek, E.A. (1992 ). Understandings
and misunderstandings of eight graders of five chemistry concepts found in textbooks
Journal of Research in Science Teaching, 29 (2), 105-120.
Antee, M., & Varjola, I.(1998). Students’ understanding of chemical reaction. International
Journal of Science Education, 20(3), 305-316.
Barman, C. R., & Allard, D. W. (1993). The leaning cycle and college science teaching pa-
per presented at the Annual International Conference of the National Institute for Sta-
ff and Organizational Development on Teaching Excellence and Conference of Adm-
inistrators (15th, Austin, TX, May 23-29, 1993).
Beeth, M. E. (1998). Teaching for conceptual change: using status as a metacognitive
tool. Science Education, 82, 343-356.
Burner, J. S. (1966). On the conservation of liquids . In J. S. Burner, R.R.Olver, & P.M.G-
reenfield (Eds), Studies in Cognitive Growth. New York:Wiley.
Cavallo, A.M.I., & Laubach, T.A.(1998). Defining Density. The Science Teacher, 65(7),
45 -48.
Curcio, F., Levine, D. & Robbins, O. (1972). Compensatin and susceptibility to conserv
ation training. Developmental Psyclology, 7(3), 259-265.
Cathcat, W.G. (1971).The relationship between primary students’ rationalization of con-
servation and their mathematical achievement, Child Development , 42 , 755-765.
Diver, R., & Scott, P.H. (1996). Curriculum development as research:a constructivist ap-
proach to science curriculum development and teaching. In D. F. Treagust, R. Duit, &
B.J. Fraser (Eds), Improving Teaching and Learning in Science and Mathematics.
Elkind, D. (1967). Piaget’s conservation problems. Child Development , 38, 461-462.
Flavell, J.H. (1963). The Developmental Psychology of Jean Piaget . New Jersey : Van
nostrand.
Galili, I. & Bar, V. (1997). Children’s operational knowledge about weight. International J
-ournal of Science Education, 19 (3) , 317-340.
Bar, V. & Galili, I.(1994). Stages of children’s views about evaporation. International
Journal of Science Education,16(2),157-174.
Gelman, R., & Weinberg, H.D. (1972).The relationship between liquid conservation and co
-mpensation.Child Development, 43 , 371-383.
Grayson, D. J. (1996). Concept substitution: a strategy for promoting conceptual change. In
D.F. Treagust, R. Duit, & B. J. Fraser (Eds), Improving Teaching and Learning in
Science and Mathematics.
Geelan, D. R. (1997). Epistemological anarchy and the many forms of constructivism.
Science &Education,6,15-28.
Gilbert, J.K., Osborne, R.J., & Fensham, P.J. (1982). Children’s science and its consequenc
-es for teaching. Science Education, 66(4), 623-633.
Haidar, A.H. (1997). Prospective chemistry teachers’ conceptions of conservation of matter and related concepts. Journal of Research in Science Teaching, 34(2), 181-197.
Hewson, M. G. & Hewson, P.W. (1983). Effect of instruction using students’ prior knowle
-dge and conceptual change strategies on science learning. Journal of Research in Scie
-nce Teaching, 20(8), 731-743.
Howe, A., Shayer, M. (1981) Sex-related differences on a task of volume and density.
Journal of Research in Science Teaching, 18(2), 169-181.
Herry, J. A. (1978). The transition from pre-operation to concrete-operation thinking :
the effect of discrimination and classification activities. Journal of Research in
Science Teaching, 15(2), 145-152.
Inhelder, B. (Eds.) (1974). Learning and the development of cognition. Lodon : Routledge & Kegan Paul Ltd.
Johnson, J. K., & Howe, A. C. (1978). The use of cognitive conflict to promote conservat
-ion acquisition. Journal of Research in Science Teaching, 15(4), 239-247.
Lawson, A. E. & Renner, J. W. (1975). Piagetian theory and biology teaching. The
American Biology Teacher, 37(6), 336-343.
Lynch, P. P. (1996). Students’ alternative frameworks for the nature of matter : a cross –
cultural study of linguistic and cultural interpretation. International Journal of Science
Education, 18(6), 743-752.
Marek, E. A. , & Methven, S. B. (1991). Effects of the learning cycle upon student and cla-
ssroom teacher performance.Journal of Research in Science Teaching, 28 (1), P41- 53.
Piaget, J. & Inhelder, B. (Eds.). (1974). The child’s construction of quantities. London：Ro-
utledge & Kegan Paul Ltd.
Piaget, J. & Inhelder, B. (Eds.).(1971). Mental imagery in the child. London：Routledge &
Kegan Paul Ltd.
Piaget, J. (Eds.). (1952). The child’s conception of number. Lodon: Routledge & Kegan Pa
-ul Ltd.
Piaget, J. & Inhelder, B. (Eds.). (1969).The Psyclology of the child. New York :Basic Boo
-ks.
Piaget, J. & Inhelder, B. (Eds.). (1958). The Growth of Logical Thinking from Childhood
to Adolescence. New York : Basic Books.
Renner, J. W. (1976). Formal operational thought and its identification. In J. W. Renner, D.
G. Stafford, A. E. Lawson, J. W. Mckinnon, F. E. Friot, & D.H. Kellogg (Eds), Resea
-rch, Teaching and Learning with the Piaget Model . Norman：University of Oklaho-
ma.
Renner, J. W., & Lawson, A. E. (1973). Promoting intellectural development through
science teaching. The Physics Teacher, 11 (5) ,P273-276.
Renner, J. W. (1988). The necessity of each phase of the learning cycle in high schhol physcis. Journal of Research in Science Teaching, 25(1), 39-58.
Rowell, J. A., & Dawson, C. J. (1981). Volume, conservation and instruction : a classroom
based solomon four group study of conflict. Journal of Research in Science Teaching,
18(6) , 533-5456.
Stafford, D. G., & Renner, J. W. (1976). Development of conservation reasoning through experience. In J. W. Renner, D. G. Stafford, A. E. Lawson, J. W. Mckinnon, F. E. Friot, & D.H. Kellogg(Eds), Research, Teaching and Learning with the Piaget Model(pp. 34 -55). Norman：University of Oklahoma.
Stepans, J., Dyche, C., & Beiswenger, W. (1988). The effect of two instructional models in
bringing about a conceptual change in the understanding of science concepts by pros
pective elementary teachers. Science Education, 72(2), 185- 195.
Schecker, H., & Niedderer, H. (1996) Contrastive Teaching : A Strategy to Promote
Qualitative Conceptual Understanding of Science. In D. F. Treagust, R. Duit, & B.
J. Fraser(Eds), Improving Teaching and Learning in Science and Mathematics.
Schmidt, H.J. (1990) Secondary school students” strategies in stoichiometry. Interna-
tional Journal of Science Education, 12(4), 457-471.
Stavy, R. (1990). Pupils’ problems in understanding conservation of matter. International
Journal of Science Education, 12(5), 501-512.
Sonstroem, A.M. (1966). On the conservation of solids. In J. S. Burner, R.R.Olver, & P.M.
Greenfield (Eds), Studies in Cognitive Growth. New York : Wiley.
Smith, S. R., Trueblood, C. R., & Szabo, M. (1981). Conservation of length and instruction
in linear measurement in young children. Journal of Research in Science Teaching, 18
(1), 61-68.
Singer, D. G., & Revenson, T.A. (1978). A Piaget Primer : how a child thinks. New York:
International Universities Press.
Thomaz, M. F., Malaquias, I. M., Valente, M. C.,＆ Antunes, M. J. (1995). An attem
-pt to overcome alternative conception related to heat and temperature. Physics-
Eduction,v.30,19-26.
Wallach, L. & Anderson, L. (1967). Number conservation : the roles of reveribilty, add-
itions, substrations , and miss leading perceptual cues. Child Development , 38 , 425-
441.
Weaver, G. C. (1998). Strategies in K-12 science instruction to promote conceptual change. Science Education, 82, 455-472.