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研究生:黃怡菱
論文名稱:職前及在職國中自然科教師氣體粒子迷思概念之研究
論文名稱(外文):The Misconception research of gas particles for natural science pre-service and in-service teachers
指導教授:邱美虹邱美虹引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:中文
論文頁數:165
中文關鍵詞:迷思概念自然科教師氣體粒子概念
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本研究主要是藉由氣體試題問卷探討338位職前及在職國中自然科教師對氣體粒子的迷思概念、對學生在氣體概念的了解程度及教師對學生的了解與學生實際表現間的差異性。經研究結果顯示,在氣體概念上的表現以生活科技相關科系畢業的教師表現最差,其他大部分的教師在氣體概念上皆能有正確的想法,僅有少部分的教師具有其他的氣體迷思概念。此外,自然科教師在氣體粒子本性及質量守恆的概念方面具有高度的一致性,但在氣體粒子分布概念方面,則一致性較為降低;同時,由信心指數顯示出生活科技相關科系畢業的教師因在氣體粒子概念上的知識較為不足,對自己的想法較不具有把握,且對於預測學生的作答亦較無把握。
因此,在教學上建議教師應優先教授自己專長的部分,而對於科目之間具有關聯的概念再由其他相關科系的教師討論後進行協同教學,以使學生在學習上能學的更有意義。同時,教師在教學之前應先收集資料以了解學生在某概念的想法,並設計教學活動以讓學生能破除其迷思概念達到有效的學習。
The purpose of this study is to investigate 338 physical science pre-service and in-service teachers’ conceptions of gas particles , teachers knowing and the discrepancies between teachers knowledge of students’ performance and students’ actual outcomes on the tests. The results reveal that teachers graduated from International Technology Department performed the worst on the nature of gas particles. The rest of most teachers have correct concepts of gas particles, only few teachers have misconceptions of gas particles. Besides, the physical science teachers’ concept for nature and conservation of mass of gas particles are coherent, but with low coherence on the concept of distribution of gas particles. As the confidence levels of teachers’ responses to the questions, the results reveal that teachers graduated from International Technology Department do not have adequent knowledge of the concept of gas particles. Therefore, they are not confident with their answers to the responses to the test items as well as predicting the students’ performance.
Therefore, this study suggests that teachers should have to teach the majors in schools, and teach other courses with assistance from other teachers. Beside, teachers should get acquiance with students’ concept of science, and then plan the teaching activities to eliminate their misconceptions and promote students’ meaningful learning in science.
目 次
第壹章 緒論…………………………………………………………..1
第一節 研究背景與研究動機……………………………………1
第二節 研究目的…………………………………………………3
第三節 研究問題…………………………………………………3
第四節 研究限制與基本假設……………………………………4
第五節 名詞釋義…………………………………………………4
第貳章 文獻探討……………………………………………………...6
第一節 迷思概念…………………………………………………6
第二節 有關教師迷思概念的研究……………………………...13
第三節 有關氣體概念的迷思概念……………………………...17
第四節 概念理解的一致性……………………………………...23
第參章 研究方法……………………………………………………..25
第一節 研究設計………………………………………………...25
第二節 研究對象………………………………………………...25
第三節 研究工具………………………………………………...28
第四節 研究步驟………………………………………………...31
第五節 資料分析………………………………………………...33
第肆章 研究結果與討論……………………………………………..35
第一節 不同背景之自然科教師對氣體概念的表現…………...35
第二節 不同年資之自然科教師對氣體概念的表現…………...75
第三節 不同背景之自然科教師預測學生對氣體概念的答題表現………………………………………………………...92
第四節 自然科教師在氣體概念上的一致性………………….125
第五節 討論…………………………………………………….134
第伍章 結論與建議…………………………………………………137
第一節 結論…………………………………………………….137
第二節 建議…………………………………………………….140
參考文獻………………………………………………………………143
一、中文部分…………………………………………………………143
二、英文部分…………………………………………………………145
附錄一 氣體概念試題………………………………………………156
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