以後設認知為基礎之動態評量(MBDA)探究國小三年級學童空氣概念之概念改變機制

• Main Authors: Shu-jung Chen, 陳淑蓉
• Other Authors: Hsiao-Tseng Keng
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/62584587700206693377

碩士 === 國立台北師範學院 === 數理教育研究所 === 90 === Abstract The purpose of this study was to use the Metacognition-Based Dynamic Assessment (MBDA) to generate teaching model in order to investigating the 3th grade students’ conceptual change mechanism on “Air”. The characteristics of metacognition and dynamic assessment were explored based on the Constructivism perspective. This research was of quality investigation, by means of subjective sampling, selecting one class frequently conducting discussion. We focused on the 28 students to gather relevant information and also chosen 12 students among them to perform 4 individual interviews. Thereafter, we finally selected 3 students to perform postponed interviews. The information gathered was mainly used for quality analysis, and the results as well as findings from this research were clarified as below: 1. Student’s Conception Before Learning of Air The conception before learning would aid teaching, it’s found the students’ pre-conception could be divided into “Conforming to the correct scientific concept” , “The incongruence between depiction and recognition”, “A alternative frameworks” and “The wrong answer and cause depiction for questions”, totally 4 items. As per the myth toward “Air”, the students mainly supposed that air was not a sort of material and it was of no weight, and no particle with its movement like fluid, an element belonging to ice’s system. Whenever the air heated, it would float because of changing into water or steam. In general, these results were quite similar in registered journals locally and externally; its cause was that: the basic concept for air’s quality was wrong and students always conducted incorrect judgment due to the ambiguity of literate meanings. 2. Science Conceptual Change Mechanism and Levels When analyzing students’ dynamic change in conception, we found that during the learning experience of students’ scientific concepts, it was available to analyze the conceptual change mechanism for the concept of“ Air”. The differences among levels form the lowest to the highest, could be categorized as: Observation LevelàRealization LevelàKnowledge LevelàApplication Level. 3. Students Review The Processes of Conceptual Change After the air conception learning, students’ metacognition about “Air” could be categorized as: Reading the questions to realize the meanings of questions, Specifying the qualities of questions, Evaluating the difficulty for jobs and self-capability, Applying the strategy to problems solution, Evaluating the answering results, Amending the strategy for problem solution, Experimenting and performing, and Emotion and Impetus, totally 8 items; in addition, the strategies to intensify posterior presumption recognition were: Improving meditation strategies, Self reflection, Concept mapping, Demonstrating imitation, and Applying education skills. 4. The Important Findings From Students’ Postponed Interview The students able to command the conceptual change mechanism could not only maintain the long-term effect of conceptual change, but also applied them to the surrounding atmosphere in life. Within the concept learning, the quality of conceptual change was just like the chemical collision theory with its influence including: The pre-concept for students’ learning (Like the reactant nature), The ability for metacognition (Temperature), The context arrangement for course teaching (Condensation), MBDA (Contact area and pressure) and Catalyst (Reducing activation energy). We also found that the students highly welcomed MBDA. Focusing on the individual difference, MBDA was considered available for the conceptual change mechanism infusing into the gradual dynamic prompts, so as to help to exert students’ learning potential with effective change and re-combination in scientific concept; the good will, tenderness and support revealing from societal interaction would improve the impetus for students’ learning achievement invisibly.