國中學生自行發展類比物之來源與判準－以熱傳播概念為例

• Main Author: 王淑慧
• Other Authors: 劉嘉茹
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/20608119679083375981

碩士 === 高雄師範大學 === 科學教育研究所 === 91 === Analogies are frequently used in our daily life and in science classrooms. The benefits of the process of self-generated analogies for the learning of science concepts were studied in this study. This study included two steps: First step was to explore the self-generated analogies and the mapping abilities of ninth grader (N=105) who had already learned the unit of heat transmission. The second step was to explore if the instruction with these analogies help eighth grader (N=72) who had not learned the unit learn the concepts of ‘heat transmission’. The tools used in this study included self-generated-analogy questionnaire, evaluation questionnaire, instruction materials with ‘heat transfer’ analogies and open-ended questionnaire after reading . The results showed: 1. The analogies were generated from various sources and effected by the recent experiences and the context. 2. The contents and ways of presentation of instruction material affected the thinking with analogy of the students greatly. The students imitated the ways of descriptions in the instruction materials to generate analogies, and sometimes, using the same descriptions to develop analogies with superficial likeness only. 3. It is important to point out the correspondence of analogies to the right concepts for avoiding the incorrect transformation of students. To use analogies carefully in science teaching will help the learning of abstract science concepts. The correctness of corresponding of analogy to concept is important to the presentation of analogies in instruction. The process of comparing the similarities between analogy and concept will help students understand the limit of analogy and produce correct transformation of learning.