臺灣博碩士論文加值系統

本研究主要目的在以示範實驗式群測的方式診斷國中生對擴散概念之認知情況，並探討模型模擬教學前後、學生概念的成長情形。正式施測之420名學生為來自兩所國中之國一、國二、國三共計十二個班級的學生。由前測中學生的回答資料，可以診斷出學生對擴散概念之認知情況與錯誤概念類型。在這十二個班級的受試學生中，依有無接受教學活動而分為實驗組與控制組兩組學生。從實驗組、控制組學生於前後測中的回答資料，可以探究本研究之模型模擬教學活動對於學生擴散相關概念學習之教學成效。關於本研究之主要發現如下：
一、國中生對於具體可觀察的擴散現象，其認知情況優於抽象微觀之粒子概念。
二、國中生對於擴散概念存在有錯誤概念，尤其是在微觀之粒子運動方面。
三、國中生對於擴散概念之認知理解情形，國三優於國二、國一學生。
四、在進行模型模擬教學活動後，國中生之擴散概念有顯著的成長。

This research was aimed at diagnosing the junior high school students’ recognition of diffusion concepts by means of group demonstration test, as well as investigating the improvement of students’ concepts after model simulation instruction. The were 420 subjects, including the 7th, 8th, and 9th grades, who were selected from 12 classes of two junior high schools. According to their answers, students’ recognition of diffusion and the types of their misconceptions could be diagnosed. The subjects were divided into the experimental group and the control group according to whether they received model simulation instruction. It found that model simulation instruction was obviously effective to students’ learning about the concepts of diffusion. The main findings in this research were:
1.Junior high school students’ recognition of the concrete and observable phenomenon of diffusion was better than the abstract and microscopic concepts of particles.
2.Junior high school students held misconceptions of diffusion, especially the aspect of particle motion.
3.Regarding to the junior high school students’ recognition of diffusion, the 9th graders were better than that of 8th and 7th graders.
4.After using model simulation instruction, the junior high school students’ concepts of diffusion is significantly improved.

表目次..................................................... Ⅲ
圖目次..................................................... Ⅴ
第一章 緒論
第二節 研究目的 ............................................1
第三節 名詞界定 ............................................3
第二章 理論基礎與文獻探討
第一節 皮亞傑的認知發展理論 ................................5
第二節 模型模擬教學 ........................................8
第三節 粒子概念 ............................................10
第四節 擴散概念 ............................................14
第五節 概念診斷 ............................................26
第三章 研究設計與進行步驟
第一節 研究對象 ............................................33
第二節 研究方法與設計.......................................35
第三節 研究工具 ............................................40
第四節 群測工具的發展 ......................................51
第五節 研究步驟 ............................................57
第四章 研究結果與討論
第一節 國中學生對於擴散概念的認知情況 ......................61
第二節 國中學生對於擴散之錯誤概念類型 ......................70
第三節 各年級學生對於擴散概念之認知差異 ....................79
第四節 教學活動前後，學生概念的成長情形 ....................86
第五章 結論與建議
第一節 結論 ...............................................103
第二節 建議 ...............................................109
參考文獻
一、中文文獻 ...............................................111
二、英文文獻 ...............................................113

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