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Title: 國二學生對「純物質」和「混合物」之微觀粒子概念研究
A Study of Microcosmic Particle Conceptions about Pure Substance and Mixture in Grade Eight
Authors: 張容君;張惠博;鄭子善
Contributors: 物理學系
Keywords: 純物質;混合物;微觀粒子概念
Pure substance;Mixture;Microcosmic particle conceptions
Date: 2007-10
Issue Date: 2014-02-18T02:36:38Z
Publisher: 臺北市立師範學院科學教育中心
Abstract: 科學概念的數與學之研究一直是科教界重要的研究議題。然而,在過去的文獻中,國內少有探討有關學生對於科學概念之理解與應用間一致性的問題。微觀粒子概念是學習化學極為重要且基本的概念,而「純物質」和「混合物」的教學單元則是國二學生學習微觀粒子概念的首要主題。因此,本研究旨在探究國二學生對「純物質」和「混合物」的微觀粒子概念之理解與應用間的一致性。針對國二一個常態班級的37位學生進行二階段試卷施測和半結構式個別晤談,並輔以學生的圖像表徵,以深入瞭解學生在學習之初,是如何設想(visualize)這些概念。研究發現:一、國二個案班級學生對「純物質」和「混合物」的概念可分為三種類型:(一)自發性的描述定義;(二)依物質性質的定義;(三)微觀粒子概念的定義。根據物質性質定義「純物質」和「混合物」概念的學生人數最多,其次為自發性的描述定義,而以微觀粒子概念解釋「純物質」和「混合物」的學生人數最少。二、在理解與應用概念間之一致性方面,多數學生以自發性的描述定義,作為「純物質」和「混合物」的分類依據,其次是依微觀粒子概念作判準,而沒有學生依物質性質的定義作分類。三、以微觀粒子概念作解釋的學生,其概念理解具有一致性。本研究結果有助於瞭解學生學習微觀粒子概念的情形,以提供教學參考。
The purpose of this study was to explore junior high school students' developing understanding of microcosmic particle conceptions by examining students' cognition of pure substance and mixture. The questionnaire which the authors designed was implemented into two steps: First, investigate students' understanding in definition, property and composition of pure substance and mixture. In order to assist in explanation, students were asked to give examples and draw pictures; Second, according to the conceptions of pure substance and mixture, ask students to classify ten different matters. In advance, students explain and draw pictures to answer the questions about matters' shape and composition. After analyzing the data gathered from the students' answers to the questionnaire, the author employed semi-structured individual interviews with thirty-seven students in the grade-8 to confirm students' ideas. The results indicated that: (a) The students' microcosmic article conceptions about pure substance and mixture could be classified into three types: the spontaneous description definition, the matter's property definition, and the microcosmic particle conceptions definition. Most students define pure substance and mixture by the matter's property. The spontaneous description definition is secondary. Very few students have microcosmic particle conceptions in definition. (b) Most students classified the matters as pure substance or mixture by the spontaneous description definition. Very few students use the microcosmic particle conceptions and nobody applied the matter's property. (c) Very few students could apply the microcosmic particle conceptions to explain the advanced questions about the composition, shape and phase transition of matter. The results of this study can assist science teachers to understand students' learning about the microcosmic particle abstract conceptions and provide reference resources for designing instructional materials and methods to help students constructing scientific conceptions.
Relation: 科學教育研究與發展季刊, 48: 33-62
Appears in Collections:[物理學系] 期刊論文

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