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研究生:蔡智文
研究生(外文):Tsai Chih-Wen
論文名稱:國中一年級學生概念發展與概念範疇之研究:以酸鹼中和概念為例
論文名稱(外文):A Study on Conceptual Development and Conceptual Categories for 7th Grades: Neutralization as the Learned Conception.
指導教授:周進洋周進洋引用關係
指導教授(外文):Chou Ching-Yang
學位類別:博士
校院名稱:國立高雄師範大學
系所名稱:科學教育研究所
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:2008
畢業學年度:97
語文別:中文
論文頁數:252
中文關鍵詞:酸鹼中和概念發展概念範疇微小發生分析法思考語言
外文關鍵詞:Acid-Base NeutralizationConceptual DevelopmentConceptual CategoriesMicrogenetic AnalysisLanguages of Thinking
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本研究旨在發展分析國中一年級學生酸鹼中和概念發展與相關概念範疇的微小發生分析法,進而探討概念發展過程中思考語言的影響。研究者使用酸鹼中和半結構晤談收集實驗室情境中八位個案學生語言與非語言資料並將其轉錄成逐字稿,再運用發展所得的微小發生分析法分析個案學生酸鹼中和概念發展過程與思考語言的影響。研究結果如下:
一、微小發生分析法分為七個步驟,分別為:半結構晤談、逐字稿轉錄、語意內容分析、概念範疇編碼、概念範疇歸類、建立概念範疇發展流程圖、質性分析,此法具備分析概念發展的有效性。
二、酸鹼中和概念發展涉及天平、指示劑、酸與鹼、酸鹼中和、熱、物理與化學變化、質量七種概念範疇內不同階層發展與範疇間不同階段轉換,不同階層發展具有從「內化與修正」朝向「外推與解釋」的思考機制。
三、酸鹼中和概念發展過程中總共出現十七種思考語言,分別為:猜測、結論、確認、知道、建議、分析、知覺、詮釋、回憶、假設、解答、推理、主張、相信、探討、檢驗、懷疑,並因其影響概念範疇內不同階層發展、概念範疇間不同階段轉換、概念發展方向,進而擔任如同概念發展催化劑、界面活性劑、指示劑的角色。
This study explored the conceptual development and conceptual categories about acid-base neutralization for 8 7th grade students. The microgenetic analysis was employed to analyze the audio-, video- and observational data. These data were collected by the semi-interviews in the experimental lesson of acid-base neutralization and were all transcribed into word files and semantically coded as conceptual categories. Each student’s file was then decomposed into the train of stages as corresponding categories, and make mapping the flaw chart of conceptual category development. Finally analyses the student’s conceptual development and language of thinking about acid-base neutralization for quality analysis.
The findings indicate that the microgenetic analysis can realize the dynamic process of conceptual development. Students’ conceptual development process about acid-base neutralization shuttled to and fro among the categories of balance, indicators, acid and base, acid-base neutralization, heat, physical and chemical change, and mass, and the contents in each category might represent the different extent of student’s conceptual development. The development of conceptual category about acid-base neutralization was related to the development of intra- and inter- conceptual category. Languages of thinking appeared in the process of conceptual development about acid-base neutralization, and to influence the result of conceptual development significantly. According to the different result, languages of thinking played three types of roles, such as the conceptual development catalyst, surfactant and indicator.
摘要 ………………………………Ⅰ
英文摘要 …………………………Ⅲ
目錄 ………………………………Ⅴ
表次 ………………………………IX
圖次 .................... XIII
第壹章 緒論 ……………………1
第一節 研究背景與動機 …………… 2
第二節 研究目的與問題 …………… 9
第三節 名詞釋義 ………………………… 11
第四節 研究範圍與限制 ………………… 14
第貳章 文獻探討 …………………………15
第一節 概念發展相關研究 …………15
第二節 概念與概念範疇 ……………27
第三節 概念發展的動態本質與微觀研究觀點 ………41
第四節 概念發展與思考語言的關係 …………………47
第五節 微小發生分析法的回顧 ……………………52
第六節 酸鹼中和概念相關研究 …………………… 66
第參章 研究方法 ………………………………75
第一節 研究設計理念 ……………………75
第二節 研究架構 …………………………76
第三節 研究流程 …………………………… 78
第四節 研究對象 …………………………… 86
第五節 研究工具與資料分析技術 ……………89
第六節 資料處理與分析 …………………… 101
第肆章 結論與建議 ……………………… 107
第一節 微小發生分析法的內容與有效性 …………107
第二節 酸鹼中和概念發展的內容與特性 …………117
第三節 酸鹼中和概念發展的階層內容與特性 …………138
第四節 酸鹼中和概念發展的階段轉換與特性 …………161
第五節 思考語言對於酸鹼中和概念發展的作用 ……… 183
第伍章 研究結果與討論 …………………………………199
第一節 研究結論 …………………………………… 199
第二節 研究建議 …………………………………… 205
參考文獻 …………………………………………………… 207
附錄 ………………………………………………………… 229
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