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研究生:吳美芬
研究生(外文):WU MEI FEN
論文名稱:師院學生演化概念認知之研究
論文名稱(外文):A Study of the Conceptual Cognition on Evolution of Teacher College Students
指導教授:許春峰許春峰引用關係
學位類別:碩士
校院名稱:國立新竹師範學院
系所名稱:數理研究所
學門:數學及統計學門
學類:數學學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:169
中文關鍵詞:演化認知迷思概念師院學生本體分類論
外文關鍵詞:evolutioncognitivemisconceptionsteacher college studentsontological categories
相關次數:
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本研究旨在探究師院學生對於演化概念之認知情形。研究主要是利用問卷及晤談的方式,以師範學院三年級之330名學生為研究對象,先以問卷進行紙筆測驗,以了解師院學生演化概念的理解狀況為何,並比較是否因系別的不同而有差異。此外,進一步選取紙筆測驗成績高、低各10%的學生為晤談對象,以瞭解師院學生在演化概念方面所具有的迷思概念,並以Chi之本體分類論為基礎,分析學生演化概念的本體分類情形。本研究結果發現如下:
一、師院學生在天擇之演化過程方面,學生的瞭解多不完整,並且有許多迷思概念存在。
二、學生演化的迷思概念,在解釋架構方面可分為「目的論型」、「目的用進廢退型」、「改變下一代型」、「用進廢退選擇型」、「先演化後選擇型」、「變異選擇型」、「用進廢退轉變基因型」、「用進廢退型」、「轉變性狀型」、「轉變性狀選擇型」、「產生變異選擇型」、「變異與用進廢退並存型」與「目的用進廢退與變異並存型」等十三種類型。在演化原則及其相關概念上包括「新性狀的起源」、「適應」、「性狀的遺傳」、「演化的改變過程」、「適者生存」等方面具有迷思概念。
三、不同系別的師院學生在演化概念測驗上之得分有顯著的差異。
四、若將樣本分成數理系與非數理系兩組進行比較,則數理系學生在演化概念測驗上之得分顯著優於非數理系的學生。
五、高分組的學生對演化過程的瞭解,大多傾向平衡過程的概念,而低分組的學生則大多傾向以事件的概念來看待生物的演化過程,且高分組使用平衡過程述詞的頻率顯著高於低分組學生。紙筆測驗成績愈高者,使用平衡過程的述詞頻率也較高。
本研究亦對未來相關研究、以及科學課程與教學上提出建議,以供參考。
The purpose of this study was to probe teacher college students’ conceptual cognition about evolution by questionnaire and interview. The sample included 330 students of a teachers’ college. The questionnaire was used to figure out students’ evolution concept. Students’ majors was used as factors to compare students’ scores. In order to understand teacher-college students’ misconceptions of evolution, 10% of the high-score students and 10% the low-score students were selected as the interview subjects, and we utilize ontological categories of Chi as basement to analysis the ontological commitment for evolution of the students. The results of this study are as follows:
1.To deal with evolution, students might use only part of Darwinian evolution concepts and exit a lot of misconceptions.
2.There were thirteen types of misconceptions in students’ explaining framework for evolution events. In the Darwinian principles and its concerns, the students had misconceptions include the area of “origin of new traits in population”, “adaptation”, “heritability of certain traits”, “accumulation of changes over many generations”, and “the fittest survival”.
3.There was significant different in the testing score of evolution between students coming from different majors.
4.The score of the evolution questionnaire between students majoring in science and math and the others was significant difference, and the score of the former is higher.
5.The student of high-score group tended to use equilibration concept to understand the evolution process; on the other hand, the low-score one tended to use event concept. The frequency of using equilibration process of the high-score group is much higher than the low-score one. The higher the testing score, the higher the frequency of using equilibration process.
From our findings, we provided recommendations for further studies, science curriculum design, and science teaching about evolution.
第一章 緒論
第一節 問題背景與研究動機..............................01
第二節 研究目的與待答問題..............................05
第三節 名詞釋義........................................06
第四節 研究基本假定與限制..............................07
第二章 文獻探討
第一節 迷思概念的研究..................................08
第二節 學生演化概念的相關研究..........................14
第三節 Chi之本體論的概念改變理論.......................28
第四節 以Chi之本體論分析學生的演化迷思概念.............35
第三章 研究方法與歷程
第一節 研究設計的理念..................................41
第二節 研究流程........................................43
第三節 研究樣本........................................45
第四節 研究工具........................................47
第五節 資料處理與分析..................................53
第四章 研究結果與討論
第一節 演化概念問卷選答結果分析........................57
第二節 演化概念問卷結果統計比較分析....................75
第三節 演化概念問卷問答題及晤談結果分析................78
第四節 晤談結果之本體分析.............................114
第五章 結論與建議
第一節 結論...........................................133
第二節 建議...........................................139
參考文獻..................................................143
附錄一 演化概念之測驗內容分析表..........................152
附錄二 演化概念正式問卷..................................153
附錄三 晤談大綱..........................................157
附錄四 「演化概念問卷」選項選答百分比....................158
附錄五 完整晤談原案舉隅(一)............................164
附錄六 完整晤談原案舉隅(二)............................166
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