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Title: 概念及概念學習在學科教學上之應用
Other Titles: The Implications of concept and Conceptual Learning and Their Applications in Content-Pedagogical Instruction-the weak-Acid Teaching model as an Example
Authors: 劉宏文
Issue Date: Sep-1996
Publisher: 臺灣師範大學科學教育中心
National Taiwan Normal University Science Education Center
Abstract: 任何概念的組成都有其屬性與值,日常生活概念的屬性界定較為模糊,但科學概念界定卻是明確的。 科學概念的學習可經由屬性的呈現,及正例、反側的並舉,從屬性的底層由下而上,經由對比及概念衝突而達到有效的學習。 本文即以弱酸的教學為範例,探討了屬性、正、反例的呈現,最後形成學生的認知結構,達到弱酸概念建立的目的。
Each concept has its own attribute and value. Although the definition of everyday's concept is vague, the attribute of scientific concept is well-defined. Scientific conceptual learning may come up to effective learning by presenting the attributes, examples and nonexamples which start bottom-up with the basic attributes, analogies and conceptual conflicts. Through teaching model on weak-acid, this article discusses the cognition and perceptual operation of the students, and the presentation of attrituctes, examples and nonexamples to eventually meet the purpose of building weak-acid concept.
Other Identifiers: 86EB86C7-F5E3-4EB0-4C3F-A080B73890B9
Appears in Collections:科學教育月刊

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