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研究生:顏弘志
研究生(外文):Hung-chih Yen
論文名稱:國小學生之學習動機對其物質溶解概念改變影響之研究-以數位學習平台為基礎
指導教授:段曉林段曉林引用關係
指導教授(外文):Hsiao-Lin Tuan
學位類別:博士
校院名稱:國立彰化師範大學
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:2010
畢業學年度:98
語文別:中文
論文頁數:191
中文關鍵詞:科學概念改變學習動機數位學習
外文關鍵詞:scientific conceptual changelearning motivatione-learning
相關次數:
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中文摘要
了解學生如何學習科學,以及促進學生學習科學,一直是科學教育最重要的目標之ㄧ。而概念改變的理論與研究,其目的就是在解釋學生先備知識在知識建構過程中的本質,以及先備知識與新知識如何經由重新建構的歷程形成新的概念。雖然過去概念改變的研究,已經在解釋科學概念如何認知建構獲得顯著的成果。然而落實在實務上,則由於概念改變模型過份關注在認知而忽略情意向度而受到批評。所以,了解情意面向,特別是學習動機在科學概念改變上的作用則越顯得重要。
本研究透過質量混合的研究方式,企圖了解學生參與溶解概念改變數位學習平台時,學生的學習動機與溶解另有概念改變結果為何,以及科學學習動機如何影響學生參與科學概念改變學習。共有60名個案參與,其中40位個案接受同意錄影,最後共有32位個案獲得完整資料。在本研究中,個案被要求參與本研究依科學概念改變理論所設計之溶解概念改變數位學習平台,在學習前除給予溶解先備概念測驗外,在學習前後也給予科學學習動機問卷與溶解另有概念測驗以了解參與個案學習動機與溶解概念的改變。在數位學習期間除紀錄概念衝突事件、科學學習動機與情緒問卷的填答外,另將其學習歷程完整錄影,包含個案平台操作狀況、表情與姿態等,並於學習後立即進行刺激回憶訪談以了解個案學習動機表現的意義。所有收集的資料將進行量化與質性資料的分析,並進行資料的三角校正,最後則將重新的詮釋撰寫成研究結果。
本研究發現有五項:ㄧ、個案參與本研究所設計之數位學習平台其科學學習動機與概念改變都有明顯的提升。二、學生所展現的學習動機表現與其科學學習動機有密切關聯,學生採取不同動機構念會有不同學習動機表現參與科學概念改變學習。三、個體學習動機參與科學概念改變,可能因概念改變階段特質不同,有不同學習動機參與。四、從概念衝突階段後,學習動機在科學概念改變學習的作用更顯重要,特別是專注的學習將使得學生更深入參與科學概念改變的認知活動。五、學生的自我效能與主動學習策略將顯著的影響學生參與科學概念改變活動的持續性與深度,使得學生概念改變結果不同。對於未來的研究與教學則建議需更多的質性與微觀的研究和學習動機的研究在科學教學實務現場,以及教師則應提供更多樣的學習動機教學策略在學生面對科學概念改變情境,特別是提升學生的自我效能、成就動機與主動學習策略。

Investigate the Influences of Elementary School Students’ Learning Motivation on Dissolution Conceptual Change-Based on a E-learning Platform
Hung-chih Yen
Abstract
To understand how students learning science and to promote student learning science had been always important goals in science education. The aims of conceptual change theory and research were to explain the nature of the students’ prior knowledge in the process of knowledge construction, and to form a new concept through the prior knowledge connected with the new knowledge on the re-constructed process. Although the conceptual change in the past had been explained how the significant results of cognitive construction of scientific concepts. However, the conceptual change model was criticized for too much attention to the cognitive dimensions and ignoring affective dimensions in practice. Therefore, understanding affective dimensions, in particular the influence of motivation on conceptual change was more and more important.
The study mixed qualitative and quantitative research methods and aimed to understand what were the results of change on learning motivation and alternative dissolution conceptual change during the students participated in the e-learning platform of the dissolution conceptual change, and how the learning motivation affected students’ participation in scientific conceptual learning. There were a total of 60 cases involved in the research, of which 40 participants agreed by video recording, and finally a total of 32 cases were complete data. In the study, cases were asked to participate in the e-learning platform about the dissolution conceptual change, and the design of the platform based on the theory of scientific conceptual change. In addition, all cases had been asked to finish the prior conceptual test before they learned the dissolution concepts. Moreover, they had also finished the motivation questionnaires and alternative dissolution conceptual tests in order to understand the change of learning motivation and dissolution concepts of cases before and after the study process. In addition to video records of the conceptual conflict accidents, the responses of writing motivation and emotion questionnaires during e-learning, the auther also recorded cases’ learning process, including cases’ platform operating conditions, such as facial expressions and body gestures. After learning process, cases had stimulus recall interviews immediately in order to realize the meaning of the cases’ motivational performances. Finally, all information would be collected and be quantitative and qualitative analysis and be reviewed evidence for data triangular methods. After all, the author re-wrote the final interpretation into the research results.
The study results were as follows: first, the cases involved in the designed e-learning platform and their conceptual change and motivation had increased significantly. Second, the students exhibited learning motivation performance and their science learning motivation were closely related, the students adopted different motivational components and then they would have the different performance of learning motivation in scientific conceptual change learning. Third, the individuals have different motivation to participate scientific conceptual learning by characteristics of different stages in conceptual change learning process. Fourth, after the conceptual conflict phase, the role of learning motivation was more important in scientific conceptual change, especially concentration learning would make students more deeply involved in the cognitive and scientific conceptual change activities. Fifth, students’ self-efficacy, active learning strategies would have significant impact to continuity and depth of student participation in scientific conceptual change activities, and then caused different degrees of conceptual change. For future research and teaching, the author proposed the more qualitative and microscopic study on learning motivation in science instruction practice to future research, and teachers should provide a greater variety of learning motivation teaching strategies in the context of scientific conceptual change, especially to enhance students self-efficacy, achievement motivation and active learning strategies.

目次
中文摘要 Ⅰ
英文摘要 Ⅲ
目次 Ⅴ
圖次 Ⅸ
表次 Ⅸ
第一章 緒論 1
第一節 研究的背景與重要性 1
一、研究背景 1
二、研究的重要性 2
第二節 研究目的與待答問題 4
一、研究目的 4
二、待答問題 4
第三節 研究範圍與限制 5
一、研究範圍 5
二、研究限制 5
第四節 名詞解釋 6
一、科學概念改變 6
二、學習動機 6
三、學習動機表現 6
四、科學學習動機 7
五、學習動機對概念改變的影響 7
第二章 文獻探討 8
第一節 科學概念改變理論與學習動機 8
一、科學概念改變理論的起源與發展 8
二、科學概念改變與學習動機相關之理論模型 12
三、科學概念改變與學習動機相關之實證研究 15
第二節、科學學習動機 22
一、動機對學習影響之基礎理論與研究-情意在認知過程的作用 22
二、動機與情緒、認知與行為的關聯 26
三、認知取向的學習動機理論 32
四、學生科學學習動機的內涵與類型 43
第三節 國小物質溶解概念之數位學習網站建構 47
一、國小關於物質溶解概念的重要性 47
二、國小學童對物質溶解主要的另有概念 48
三、數位學習理論與應用 52
四、科學概念改變數位學習研究 54
五、物質溶解數位學習網站的設計 57
第三章 研究方法 60
第一節、研究架構、流程與設計 60
一、研究架構 60
二、研究流程 62
三、研究設計 63
第二節、施測的教材、情境與錄影系統 66
一、溶解概念改變數位教學教材 66
二、施測環境與學習錄影系統 67
第三節、研究工具 69
一、科學學習動機問卷 69
二、情緒問卷 70
三、溶解概念測驗(概念前後測) 71
四、溶解先備概念測驗 72
五、衝突事件測驗 72
六、觀察錄影系統 72
七、刺激回憶訪談 72
八、研究手札 73
第四節、資料的收集與分析 73
一、資料的收集 73
二、資料的分析 74
第四章 研究結果與討論 79
第一節 學生參與科學概念改變數位學習平台,其科學學習動機與
概念改變的結果 79
一、個案參與科學概念改變數位學習平台,學生科學學習動機有顯著提升 79
二、個案參與科學概念改變數位學習平台學生科學概念改變有顯著進步 84
第二節 學生學習動機表現與科學學習動機的關聯 93
一、情緒表現與科學學習動機構念的關聯 93
二、認知表現與科學學習動機構念的關聯 107
三、行為表現與科學學習動機構念的關聯 118
四、整體討論分析-回到巨觀的觀點 125
第三節 學生科學學習動機對科學概念改變的影響 128
一、一個成功的科學概念改變者-方信 128
二、從值得參與開始-從一個「有價值」的觀點出發 128
三、有信心面對挑戰-以正向情緒面對概念衝突 130
四、衝突之後-不同動機構念對科學概念改變學習產生促進作用 132
五、衝突不斷-學習動機促進新概念的不斷建構 134
六、持續到深入-學習動機的的支持參與和認知的投入 138
七、綜合討論 140
第五章 研究結論與建議 142
第一節 研究結論 142
一、對應待答問題一的結論 142
二、對應待答問題二的結論 142
三、對應待答問題三的結論 144
第二節 研究建議 146
一、關於未來研究有兩個主要建議 146
二、給科學教師在教學實務上有兩個主要的建議 147
參考書目 148
一、中文 148
二、英文 149
附錄 157
附錄一、溶解另有概念改變數位學習平台之範例 157
附錄二、科學學習動機問卷 161
附錄三、溶解概念測驗 164
附錄四、溶解先備概念測驗 168
附錄五、刺激回憶訪談(半結構式) 170
附錄六、學習後訪談(摘錄20 名個案) 171

圖次目錄
圖 2- 1- 1、徹底的概念改變與非徹底概念改變的簡要圖示(Chi et al,
1992, p.135) 211
圖 2- 3- 1、國小溶解概念之概念圖 249
圖 3- 1- 1、研究架構圖-科學學習動機對科學概念改變影響之雙核心架構 261
圖 3- 1- 2、研究流程圖 262
圖 3- 1- 3、研究設計圖 265
圖 3- 2- 1、溶解數位教材教學流程 267
圖 3- 2- 2、學習情境圖 267
圖 3- 2- 3、學習行為表徵與臉部表情錄影系統畫面說明 268

表次目錄
表 2- 2- 1、17 種情緒三種起因六種面向表(Reeve, 2004, p.344) 29
表 2- 2- 2、基準目標理論類型之相關研究分類表 39
表 2- 2- 3、學習者學習動機之期望成份對認知與情意的影響-引自Brophy(1998, p.15) 40
表 2- 2- 4、學習者學習動機之價值對認知與情意的影響-引自Brophy(1998, p.16) 241
表 2- 2- 5、國內外科學學習動機相關研究整理表 45
表 2- 3- 1、九年一貫課程關於溶解概念之能力指標 48
表 2- 3- 2、國小學童溶解概念分析表 51
表 2- 3- 3、行為論與認知論的多媒體數位學習設計觀 53
表 3- 3- 1、學習中科學習動機問卷 70
表 3- 3- 2、溶解概念測驗二階段概念前後測給分方式對照表 71
表 3- 4- 1、個案學習動機表現分析表(人像透過水彩特效處理以保護個案權益) 276
表 4- 2- 1、個案有信的錄影轉錄分析(節錄) 95
表 4- 2- 2、個案喜樂的錄影轉錄分析(節錄) 98
表 4- 2- 3、個案小聊的錄影轉錄分析(節錄) 102
表 4- 2- 4、個案小帕的錄影轉錄分析(節錄) 105
表 4- 2- 5、個案小法的錄影轉錄分析(節錄) 108
表 4- 2- 6、個案小趣的錄影轉錄分析(節錄) 112
表 4- 2- 7、個案方信的錄影轉錄分析(節錄) 116
表 4- 2- 8、個案小信的錄影轉錄分析(節錄) 120
表 4- 2- 9、個案小直的錄影轉錄分析(節錄) 121
表 4- 2- 10、個案小聊的錄影轉錄分析(節錄) 124
表 4- 2- 11、學習動機在情緒、認知與行為表現與科學學習動機之間關連質性資料整理 125
表 4- 2- 12、參與時間、概念衝突次數與正向情緒,以及學習中各科學學習動機構念之相關分析 126
表 4- 3- 1 、個案方信的錄影轉錄分析(節錄) 133
表 4- 3- 2 、學習中各科學學習動機構念與概念改變量和概念後測之相關分析 134
表 4- 3- 3 、個案方信的錄影轉錄分析(節錄) 135
表 4- 3- 4 、個案方信與所有學習者在各階段及學習內容的學習時間比較 137
表 4- 3- 5 、概念改變量與各階段學習中動機平均之相關分析 137
參考書目
22B一、中文
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張玨、曾嫦嫦、葉莉薇(1987),兒童考試焦慮危險因子的探討,中華心理學刊,29,83-92。
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