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研究生:許茂聰
論文名稱:國小六年級學童呼吸作用概念研究
指導教授:高慧蓮高慧蓮引用關係
學位類別:碩士
校院名稱:國立屏東師範學院
系所名稱:數理教育研究所
學門:教育學門
學類:普通科目教育學類
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:146
中文關鍵詞:概念概念圖國小學童迷思概念呼吸作用
外文關鍵詞:conceptconcept mapelementary studentmisconceptionrespiration
相關次數:
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本研究旨在探究國小六年級學童,對於動植物呼吸作用的迷思概念,並勾勒出學童呼吸作用概念架構與迷思關鍵。研究資料的收集方式,以高雄市兩所國小215名六年級學童,進行開放性紙筆測驗,進而從中挑選70名具迷思傾向的學童,進行概念構圖、人體呼吸繪圖與綠色植物呼吸繪圖,最後再從中挑選38名學童,進行個別晤談。
本研究所得到的主要結果有下列二項:
一、學童在呼吸作用概念主要的迷思關鍵有:不清楚呼吸作用的意義、不知道氧氣與二氧化碳的功能與角色、不明瞭生物呼吸器官的的構造與功能、不明白氣體交換的原理、不認為綠色植物進行光合作用是一種「利己」的行為、不曉得呼吸運動的原理。
二、學童對於呼吸作用主要的迷思概念有:動物和植物不一定要呼吸;動物和植物不一定要持續呼吸;空氣不是生物生存最重要條件或必要條件;氧氣只提供生物體內某一部份使用;人類呼吸時呼出的大部分空氣是二氧化碳,是呼吸時吸入的;綠色植物在白天有陽光時,只吸收二氧化碳排出氧氣,在晚上無光照時,吸收氧氣排出二氧化碳;綠色植物隨時都是吸收二氧化碳,排出氧氣;人類呼吸作用只發生在肺、綠色植物呼吸作用只發生在葉子;綠色植物不會使用掉氧氣和二氧化碳;人類呼吸的氧氣大都直接來自於陸地上的樹木;肺臟是主動呼吸;人類的肺臟是中空的像汽球或皮球、是網狀的像過濾網、是長長的像管子、是螺旋型的像標靶、是充滿小洞的像海綿;綠色植物利用葉子上的葉脈或葉緣呼吸空氣;仙人掌利用身上的針呼吸空氣等。
The purpose of this study is to explore elementary school grade student’s misconceptions about animal and plant respiration and to outline student’s conceptual structure about respiration and key to misconception. The study data collection method is based on the open paper-and-pencil tests of 215 grade student’s of two elementary schools in Kaohsiung City and 70 student’s with misconception tendency were selected. The study further conducted concept mapping, drawings of human body respiration, and drawings of green plant respiration. Finally, 38 of these students were selected for individual interviews.
There are two major results of this study as shown below:
1.The Keys to the misconceptions of students in respiration are: Not clear about the meaning of respiration, unaware of the function and role of oxygen and carbon dioxide, not clear about the structure and function of respiratory organs of creatures, not understanding the principle of gaseous exchange, not recognizing the photosynthesis of green plants is a kind of “egoistic” phenomena, and unaware of the principle of respiratory action.
2.The major misconceptions of students about respiration are: Animals and plants are not required to breath; animals and plants are not required to breath continuously; air is not the most important condition or necessary condition to the existence of creatures; oxygen is only used in certain part of a organisms; most of the carbon dioxide exhaled by human are inhaled first; green plants only inhale carbon dioxide and exhale oxygen in day time when there is sunlight, and inhale oxygen and exhale carbon dioxide at night when there is no sunlight; green plants inhale carbon dioxide and exhale oxygen at all times; human respiration only happens in the lungs, green plant respiration only happens in the leaves; green plants will not use up oxygen and carbon dioxide; oxygen breathed by human mostly come directly from plants on land; lung is breathing actively; human lung is hollow like balloon or ball, is a filter like a net, is long like a tube, is helical like a target, and is full of pores like sponge; green plants use veins or margins of leaves to breath air; cactuses use thorn on the body to breath air, etc.
第壹章 緒論...................................................1
第一節 問題背景與研究動機.....................................1
第二節 研究目的與待答問題.....................................4
第三節 名詞釋義...............................................4
第四節 研究範圍與限制.........................................6
第貳章 文獻探討...............................................7
第一節 建構主義與科學學習.....................................7
第二節 迷思概念之探討........................................12
第三節 學生呼吸作用之迷思概念................................17
第四節 迷思概念之診斷........................................22
第五節 文獻小結..............................................27
第參章 研究方法..............................................28
第一節 研究樣本..............................................29
第二節 研究工具..............................................29
第三節 研究步驟..............................................37
第四節 資料分析..............................................39
第肆章 結果與討論............................................42
第一節 研究基本資料..........................................42
第二節 紙筆測驗結果分析......................................46
第三節 學童個案分析..........................................71
第四節 晤談結果與討論........................................87
第伍章 結論與建議...........................................117
第一節 結論.................................................118
第二節 建議.................................................124
參考文獻
一、中文部分.................................................129
二、英文部分.................................................132
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