兒童速度概念與科學(xué)推理之微觀發(fā)展研究

1、兒童速度概念與科學(xué)推理之微觀發(fā)展研究 he Microgentic Research of the Speed Concept and Scientific Reasoning of Children 研究生：陳昱蓁 Chen-Yu Chen指導(dǎo)教授：江淑卿 Shu-Ching Chiang【摘要】 本研究的主要目的採微觀發(fā)展法，以探討POE速度概念教學(xué)，對(duì)幼小兒童速度概念及科學(xué)推理策略之改變及遷移效果。並探討幼小兒童在POE速度概念教學(xué)歷程中，速度概念及推理策略之發(fā)展情形。採立意取樣選取幼稚園大班及國小二年級(jí)各24名，共48名兒童為研究對(duì)象，隨機(jī)分派為實(shí)驗(yàn)組、控制組各24名兒童。實(shí)驗(yàn)組接受連

2、續(xù)的POE速度概念教學(xué)，前後測(cè)及遷移測(cè)實(shí)施速度概念與科學(xué)推理評(píng)量工具；控制組前後測(cè)及遷移測(cè)與實(shí)驗(yàn)組相同，但不接受教學(xué)活動(dòng)。前後測(cè)以三因子混合設(shè)計(jì)變異數(shù)分析和百分比分析，探討改變及遷移效果。並將實(shí)驗(yàn)組接受POE速度概念教學(xué)的歷程以百分比分析探討速度概念及科學(xué)推理策略之改變情形。研究發(fā)現(xiàn)：壹、速度概念及科學(xué)推理策略之改變及遷移效果速度概念改變之效果：（1）POE速度概念教學(xué)能促進(jìn)幼小兒童變因速度概念，且效果因年齡而有所差異，大班兒童的促進(jìn)效果較二年級(jí)兒童佳。（2）POE速度概念教學(xué)對(duì)幼小兒童的現(xiàn)象與一維分析速度概念有促進(jìn)效果，但其效果不因年齡而有所差異。（3）POE速度概念教學(xué)對(duì)幼小兒童的教學(xué)效果

3、未能遷移至二維分析速度概念?？茖W(xué)推理策略之改變效果：（1）POE速度概念教學(xué)大致能改變幼小階段兒童變因速度概念之推理策略，大班兒童的改變較二年級(jí)兒童佳。（2）POE速度概念教學(xué)能改變幼小階段兒童現(xiàn)象與一維分析速度概念之推理策略（3）幼小階段兒童在二維分析的速度概念之推理策略有提升，但仍受到年齡認(rèn)知發(fā)展的限制。貳、在POE速度概念教學(xué)歷程，速度概念及科學(xué)推理策略發(fā)展情形 速度概念之改變歷程：（1）幼小階段兒童在教學(xué)歷程中，在變因速度概念大致上有改變。（2）幼小階段兒童在教學(xué)歷程中，現(xiàn)象及一維分析速度概念大致有改變，且題目越簡(jiǎn)單改變效果較佳，而較困難的題目其效果有降低的趨勢(shì)。 科學(xué)推理策略之改變歷

4、程：（1）幼小階段兒童在教學(xué)歷程中，變因速度概念之科學(xué)推理策略有改變，低層次策略使用次數(shù)減少，高層次策略使用次數(shù)增加，但仍受到題目難度影響，二年級(jí)較大班能使用萌發(fā)與高層次策略。（2）幼小兒童在教學(xué)歷程中，現(xiàn)象與一維分析速度概念之科學(xué)推理策略有改變，使用高層次策略的次數(shù)會(huì)隨難度的增加而減少，二年級(jí)比大班常使用萌發(fā)的策略。最後，本研究依據(jù)結(jié)果提出建議，以供幼小兒童速度概念教學(xué)及未來研究之參考。關(guān)鍵字：科學(xué)推理、速度概念、預(yù)測(cè)-觀察-解釋策略、微觀發(fā)展法【Abstract】 The study aims to explore by microgenetic method the effect of

5、unobtrusive and imperceptible changes and influence of the POE (Prediction-Observation-Explanation) teaching of speed concept on young childrens speed concept and scientific reasoning. It also tried to explore young childrens development of speed concept and reasoning during the process of POE teach

6、ing of speed concept. The study adopted purposive sampling in selecting 24 children each from the second grade of kindergarten and the second grade of an elementary school, totaling 48 children, as subjects. The children were divided at random into two groups: experimental group and control group an

7、d 24 children each. The children in experimental group received continuous “POE teaching activities of speed concept” and “evaluation tools for speed concept and scientific inference” were adopted in pre-test, post-test and migration test. The pre-test, post-test and migration test of control group

8、were the same as those of experimental group, but control group did not receive teaching activities. In pre-test, post-test and migration test, we adopted three-factor ANOVA and percentage analyses to explore the effects of changes and migration. Besides, the process of POE teaching of speed concept

9、 by experimental group was analyzed with percentage to explore the changes of speed concept and scientific reasoning. We found: 1. The Effects of Changes and Migration of Speed concept and Scientific Reasoning(a) The Effects of Changes of Speed concept :( 1) POE teaching of speed concept could enhan

10、ce young childrens “variable” speed concept and the effects would be different according to different ages. The second grade children from the kindergarten had better effect than the second grade children from the elementary school. (2) POE teaching of speed concept could enhance young childrens spe

11、ed concept of “phenomenon and one dimensional analyses” , but the effects would not be different according to ages. (3) POE teaching of speed concept could not migrate its effects on young children to the speed concept of “two dimensional analyses”.    (b) The Effects of Changes of Scienti

12、fic Reasoning: (1) POE teaching of speed concept could roughly change young childrens reasoning of “variable” speed concept. The second grade children from the kindergarten had better effects than the second grade children from the elementary school. (2) POE teaching of speed concept could change yo

13、ung children s reasoning of speed concept of “phenomenon and one dimensional analyses” .(3) POE teaching of speed concept could enhance slightly young childrens reasoning of speed concept of “two dimensional analyses”, but its effects was still limited by the development of cognition due to age.

14、60; 2. The Development of Speed concept and Scientific Reasoning during the Process of POE Teaching of Speed concept (a) The Process of Changes of Speed concept: (1) roughly speaking, the young children had changes in “variable” speed concept during the process of teaching .(2) also roughly speaking

15、, there were changes in young children in the speed concept of “phenomenon and one dimensional analyses” during the process of teaching and the simpler question was, the better effects would be, but the effects would have trend of decreasing for more difficult questions.    ( b) The P

16、rocess of Changes of Scientific Reasoning: (1) the young children had changes in scientific reasoning of “variable” speed concept during the process of teaching. The number of using high-level strategy increased whereas using low-level strategy decreased. But under the influence of difficulty degree

17、 of questions, the children from the second grade of the elementary school were more capable to use bourgeoned and high-level strategy than those from the second grade of kindergarten.(2) there were changes in young children in the scientific reasoning of speed concept of “phenomenon and one dimensi

18、onal analyses” during the process of teaching. The number of using high-level strategy would decrease with the increase of difficulty degree and the children from the second grade of the elementary school more often used bourgeoned strategy than those from the second grade of kindergarten.    In the last part of the t