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研究生:黃佳杏
研究生(外文):Jia-Hsing Huang
論文名稱:從突現過程本體面向探討生物恆定性概念改變-以七年級學生為例
論文名稱(外文):An exploration of the 7th grade students' conceptual change of homeostasis from ontological emergent perspective
指導教授:邱美虹邱美虹引用關係
指導教授(外文):Mei-Hung Chiu
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:科學教育研究所在職進修碩士班
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:2007
畢業學年度:95
語文別:中文
論文頁數:109
中文關鍵詞:生物恆定性概念改變本體論
外文關鍵詞:conceptual changeontologyhomeostasis
相關次數:
  • 被引用被引用:7
  • 點閱點閱:238
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摘要

生物恆定性的概念,在生物學當中是屬於重要且不容易學習的單元,學生必須要統合許多生理知識,並且要能掌握其抽象及複雜的動態整體觀,才得以架構出完整的恆定性概念。關於概念學習,Slotta 和Chi(2006)以本體論的觀點分析認為,若是先接受本體分類屬性的訓練,將有助於接下來學習具有此類本體屬性的概念。目前尚未有從概念本體面向來探討生物恆定性的概念改變,因此本研究設計含有突現本體屬性的多媒體教材,希望藉此提升學生學習恆定性概念的整體成效。

本研究欲探討的研究問題為:一、運用含有突現本體屬性的教學媒體對於生物恆定性概念的學習是否有幫助? 二、經過教學後,是否有助於學生概念本體的跨越? 三、成就測驗與概念本體得分是否有關?本研究選擇人體體溫恆定、水分恆定以及血糖恆定三個教學單元,以五班七年級學生共172人為研究參與對象,隨機分派為實驗A組、實驗B組以及對照組(C組)。這三組的學生將依不同的恆定單元採用不同的多媒體教學:
1.實驗A組的學生依次實施的是強調突現的體溫恆定教學、強調突現的水分恆定教學,最後則是未強調突現的血糖恆定教學。
2.實驗B組的學生依次實施的是強調突現的體溫恆定教學、未強調突現的水分恆定教學,最後則是未強調突現的血糖恆定教學。
3.對照組的學生依次實施的是未強調突現的體溫恆定教學、未強調突現的水分恆定教學,最後也是未強調突現的血糖恆定教學。

本研究的結果發現:一、就概念整體表現而言,利用含有突現本體屬性的多媒體教材的實驗組,學習成就表現顯著優於對照組。二、就概念本體得分而言,兩組實驗組優於對照組,而在本體跨越的維持情形也較佳。三、成就測驗與本體屬性得分之間呈顯著正相關。
綜上所述,使用含有突現本體屬性的多媒體教學策略,有助於生物恆定性概念的學習以及突現概念本體屬性的建立,而且在本體屬性跨越的維持情形也較佳。
Abstract

The concept of homeostasis is important and yet difficult to learn. Students have to interrelate various physiological knowledge, catching the abstract and dynamic whole view, so that they may construct a complex framework of the concept of homeostasis. As for concept learning, Slotta & Chi(2006)proposed that it could be facilitated by providing ontological training prior to instruction. While there is not any study on the conceptual change of homeostasis from an ontological perspective, so this study is trying to develop a multiple media instruction material including attributes of emergent casual process and examine how students could benefit from it.

The main research questions were as follows. First, could the multiple media instruction material including attributes of emergent casual process help students learn the concept of homeostasis? Second, as for conceptual ontology, could this instruction help students change from direct casual process to emergent casual process? Third, was there correlation between the achievements of concept learning and conceptual ontology? This research chose three sub-topics among the concept of homeostasis: homeostasis of human temperature, water and blood sugar. Five 7th-grade classes were assigned randomly to three groups: experiment group A (emergent instruction material of two sub-topics), experiment group B (emergent instruction material of one sub-topic), group C (comparison group).

The results were as follows. First, as for concept learning, the experiment groups performed better than the comparison group. Second, as for the conceptual ontology, the experiment groups also gained higher scores than the comparison group, and had greater effects than the comparison group. Third, the achievement of concept learning and the conceptual ontology are significantly related.
目 次
第壹章 緒論-------------------------------------------------------------------------------------1
第一節 研究背景與動機-----------------------------------------------------------------1
第二節 研究目的與問題-----------------------------------------------------------------2
第三節 名詞釋義--------------------------------------------------------------------------3
第四節 研究範圍與限制-----------------------------------------------------------------4
第貳章 文獻探討------------------------------------------------------------------------------5
第一節 本體論的概念改變觀-----------------------------------------------------------5
第二節 生物學的概念與突現的結構 -------------------------------------------------19
第三節 生物恆定性相關研究----------------------------------------------------------24
第参章 研究方法-----------------------------------------------------------------------------36
第一節 研究對象--------------------------------------------------------------------------36
第二節 研究架構設計--------------------------------------------------------------------36
第三節 研究工具-------------------------------------------------------------------------40
第肆章 研究結果分析-----------------------------------------------------------------------44
第一節 不同教學方法下,各組學生的恆定概念差異------------------------------44
第二節 不同教學方法下,各組學生的概念本體上的差異------------------------67
第三節 概念學習成就與概念本體得分的相關性-----------------------------------81
第五章 結論與建議--------------------------------------------------------------------------86
第一節 結論--------------------------------------------------------------------------------86
第二節 建議--------------------------------------------------------------------------------90
參考文獻----------------------------------------------------------------------------------------92
附錄
附錄一:體溫恆定性多媒體教材節錄----------------------------------------------------98
附錄二:生物恆定性二階段診斷試卷----------------------------------------------------99
附錄三:九年級二階段診斷試題答題情形----------------------------------------------104
附錄四:林英杰論文中二階段診斷試題答題情形-------------------------------------106
附錄五:概念本體問卷---------------------------------------------------------------------108

表 次
表2-1 事件過程的屬性與平衡過程的屬性-----------------------------------------------12
表2-2直接過程的屬性與突現過程的屬性-----------------------------------------------16
表2-3 突現的種類與型式--------------------------------------------------------------------20
表2-4 恆定性迷思概念-----------------------------------------------------------------------30
表2-5 體溫恆定迷思概念-------------------------------------------------------------------31
表2-6 水分恆定迷思概念--------------------------------------------------------------------32
表2-7 血糖恆定迷思概念--------------------------------------------------------------------33
表3-1 多媒體教材實施對象及其內容一覽表-------------------------------------------37
表4-1 三組學生在恆定前測的變異數分析---------------------------------------------45
表4-2 體溫恆定二階段診斷試題前後測T檢定表------------------------------------47
表4-3 體溫恆定二階段診斷測驗前測、後測與延宕後測的ANCOVA分析-----48表4-4 實驗A組在各階段體溫恆定二階段診斷試題的各題平均答對率---------49
表4-5 實驗B組在各階段體溫恆定二階段診斷試題的各題平均答對率---------50
表4-6 對照組在各階段體溫恆定二階段診斷試題的各題平均答對率------------51
表4-7 水分恆定二階段診斷試題前後測T檢定表------------------------------------54
表4-8 水分恆定二階段診斷測驗前測、後測與延宕後測的ANCOVA分析----55
表4-9 實驗A組在各階段水分恆定二階段診斷試題的各題平均答對率--------56
表4-10 實驗B組在各階段水分恆定二階段診斷試題的各題平均答對率--------56
表4-11 對照組在各階段水分恆定二階段診斷試題的各題平均答對率-----------57
表4-12 血糖恆定二階段診斷試題前後測T檢定表-----------------------------------59
表4-13 血糖恆定二階段診斷測驗前測、後測與延宕後測ANCOVA分析-----60
表4-14 實驗A組在各階段血糖恆定二階段診斷試題的答對率-------------------62
表4-15 實驗B組在各階段血糖恆定二階段診斷試題的答對率-------------------63
表4-16 對照組在各階段血糖恆定二階段診斷試題的答對率----------------------64
表4-17 二階段診斷測驗的延宕後測與後測成績間的變化率-----------------------65
表4-18 三組學生在概念本體測驗的前測變異數分析--------------------------------68
表4-19 本研究教學方法的實施情形-----------------------------------------------------69
表4-20 三個教學單元實施前後,全體在概念本體測驗的前後測成對T考驗-71
表4-21 體溫恆定概念本體測驗前測、後測與延宕後測的ANCOVA分析-----72
表4-22 水分恆定概念本體測驗前測、後測與延宕後測的ANCOVA分析-----73
表4-23 血糖恆定概念本體測驗前測、後測與延宕後測的ANCOVA分析------73
表4-24 概念本體屬性範例-----------------------------------------------------------------75
表4-25 實驗A組學生在突現屬性上的平均答對率結構分析表--------------------76
表4-26 實驗B組學生在突現屬性上的平均答對率結構分析表--------------------78
表4-27 對照組學生在突現屬性上的平均答對率結構分析表-----------------------78
表4-28 全體學生在突現屬性上的平均答對率結構分析表--------------------------80
表4-29 體溫恆定二階段診斷後測與概念本體後測的雙相關分析-----------------82
表4-30 水分恆定二階段診斷後測與概念本體後測的雙變數相關分析-----------83
表4-31 血糖恆定二階段診斷後測與概念本體後測的雙變數相關分析-----------85








圖 次
圖2-1 Chi的本體論架構----------------------------------------------------------------------7
圖2-2 弱突現回饋的示意圖-----------------------------------------------------------------27
圖3-1 研究流程圖-----------------------------------------------------------------------------38
圖3-2 評量試卷的施測階段圖--------------------------------------------------------------39
圖3-3 二階段診斷試題的製作--------------------------------------------------------------41
圖3-4 概念本體問卷的製作-----------------------------------------------------------------42
圖4-1 三組學生在恆定二階段診斷前測的誤差長條圖--------------------------------45
圖4-2 體溫恆定二階段診斷測驗的前測、後測與延宕後測答對率比較圖--------46圖4-3 水分恆定二階段診斷測驗的前測、後測與延宕後測答對率比較圖--------53
圖4-4 血糖恆定二階段診斷測驗的前測、後測與延宕後測答對率比較圖--------58
圖4-5 恆定概念本體測驗的前測誤差長條圖--------------------------------------------68
圖4-6 體溫恆定概念本體測驗的前測、後測與延宕後測答對率比較圖-----------69
圖4-7 水分恆定概念本體的前測、後測與延宕後測答對率------------------------70
圖4-8 血糖恆定概念本體的前測、後測與延宕後測答對率------------------------70
圖4-9 三組在概念本體測驗的各階段的平均答對率分布圖------------------------76
圖4-10 實驗A組學生在突現屬性上的答對率的群組直條圖-----------------------77
圖4-11 實驗B組學生在突現屬性上的答對率的群組直條圖------------------------78
圖4-12 對照組學生在突現屬性上的答對率的群組直條圖---------------------------79
圖4-13 全體學生在突現屬性上的答對率的群組直條圖------------------------------80
圖4-14 體溫恆定二階段診斷後測與概念本體後測成績的散佈圖-----------------82
圖4-15 水分恆定二階段診斷後測與概念本體後測成績的散佈圖----------------83
圖4-16 血糖恆定二階段診斷後測與概念本體後測成績的散佈圖----------------84
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