探討不同版本教科書對化學式、原子及其相關概念的學習成效
Abstract
化學式、原子及其相關念概念在國中理化課程中是相當重要的部分，不但與我們的生活息息相關，也影響後續相關概念的學習。本研究以宜蘭縣某國中之70名國二學生為研究樣本，探討不同版本的教科書設計（九年一貫課程、傳統課程）對學生學習「化學式、原子及其相關概念」的影響，依研究設計分為實驗組和對照組，並以問卷調查瞭解學生對不同版本的教科書設計之觀感，測驗工具的預試的信度α＝.87，正式施測α＝.91，本研究結果擇要如下：
（一）後測部分：
（1）實驗組平均答對率高於對照組，且達到顯著差異者為：「化學式」子概念、「理解」認知層次（p＜.05）。
（2）實驗組在「化學式、原子及其相關概念」整體概念上、「元素的性質與分類」、「原子結構」、「物質變化及粒子觀」、「質量守恆與原子不滅」、「平衡方程式及反應類別」、「化學計量」子概念、「知識」、「分析」、「應用」以及「綜合」等認知層次的表現均都無法達到統計上的顯著差異（p＞.05）。
（3）高學習成就實驗組與對照組在「化學式、原子及其相關概念」整體概念上、「元素的性質與分類」、「原子結構」、「化學式」、「物質變化及粒子觀」、「質量守恆與原子不滅」、「平衡方程式及反應類別」、「化學計量」、「知識」、「理解」、「分析」、「應用」「綜合」均未達顯著差異（p＞.05）。
（4）中學習成就實驗組在「化學式、原子及其相關概念」整體概念上、「元素的性質與分類」、「原子結構」、「知識」、「理解」表現顯著優於對照組（p＜.05）；其餘皆未達顯著差異（p＞.05）。
（5）低學習成就實驗組在「化學式、原子及其相關概念」整體概念上、「化學式」、
「平衡方程式及反應類別」表現顯著優於對照組（p＜.05）；其餘皆未達顯著差異（p＞.05）。
（二）延宕測驗
（1）實驗組平均答對率高於傳統組，且達到顯著差異者為：「化學式」子概念、「分析」認知層次（p＜.05）；其餘皆未達顯著差異（p＞.05）。
（2）高學習成就實驗組與對照組在「化學式、原子及其相關概念」整體概念上、「元素的性質與分類」、「原子結構」、「化學式」、「物質變化及粒子觀」、「質量守恆與原子不滅」、「平衡方程式及反應類別」、「化學計量」、「知識」、「理解」、「分析」、「應用」「綜合」均未達顯著差異（p＞.05）。
（3）中學習成就實驗組在「化學式、原子及其相關概念」「元素的性質與分類」、「原子結構」、「化學式」表現顯著優於對照組（p＜.05）；其餘皆未達顯著差異（p＞.05）。
（4）低學習成就實驗組在「化學式、原子及其相關概念」整體概念上表現顯著優於對照組（p＜.05）；其餘皆未達顯著差異（p＞.05）。
而問卷研究結果如下說明：
（1）學習態度
實驗組的學習態度比對照組有正向的態度，也就是「南一版」課程組的學習態度較好。
（2）課程架構的喜好程度
實驗組對課程架構的喜好程度是比對照組有較多的人數，也就是學生對「南一版」教科書課程架構較喜好。
The related concepts of chemical formula and atom are important in Physics-Chemistry curricula at junior high school. These concepts are not only tightly related to daily life experience but also affect the learning of related concepts in latter. 70 eight grade students in a junior high in I-Lan county were research samples. The purpose of this study was to investigate the effect of different textbook for the related concepts of chemical formula and atom. We divided them into the experimental group and the controlled group according to research design, and investigated student’s attitudes toward different textbook through questionnaire. The reliability（α）of pilot and post-test were .87 and .91. The results of the research were as below: （一）post-test： （1）Experimental group was better than controlled group and there was significant differences in「chemical formula」and「comprehension」(p＜.05). （2）There was no significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「transformations of matter and particle concept 」、「conservation of weight and atomic immortality」、「chemical reaction formula and reactive assortment」、「chemical meterage」、「information」、「analysis」、「application」and「generalization」(p＞.05). （3）High scores group had no significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「chemical formula」、「transformations of matter and particle concept 」、「conservation of weight and atomic immortality」、「chemical reaction formula and reactive assortment」、「chemical meterage」、「information」、「comprehension」、「analysis」、「application」and「generalization」(p＞.05). （4）Middle scores group had significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「information」 and 「comprehension」(p＜.05) but the others were not(p＞.05). （5）Low scores group had significant differences in the whole concepts、「chemical formula」and「chemical reaction formula and reactive assortment」(p＜.05) but the others were not(p＞.05). （二）long-term-test： （1）Experimental group was better than controlled group and there was significant differences in「chemical formula」and「analysis」(p＜.05) but the others were not (p＞.05). （2）High scores group had no significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「chemical formula」、「transformations of matter and particle concept 」、「conservation of weight and atomic immortality」、「chemical reaction formula and reactive assortment」、「chemical meterage」、「information」、「comprehension」、「analysis」、「application」and「generalization」(p＞.05). （3）Middle scores group had significant differences in 「character and classify of chemical element」、「atomic structure」and「chemical formula」(p＜.05) but the others were not (p＞.05). （4）Low scores group had significant differences in the whole concepts (p＜.05) but the others were not (p＞.05). Survey investigation’s results were as follow： （1）The learning attitude of experimental group was better than the controlled group. （2）Majority of students in experimental group liked this curriculum.
The related concepts of chemical formula and atom are important in Physics-Chemistry curricula at junior high school. These concepts are not only tightly related to daily life experience but also affect the learning of related concepts in latter. 70 eight grade students in a junior high in I-Lan county were research samples. The purpose of this study was to investigate the effect of different textbook for the related concepts of chemical formula and atom. We divided them into the experimental group and the controlled group according to research design, and investigated student’s attitudes toward different textbook through questionnaire. The reliability（α）of pilot and post-test were .87 and .91. The results of the research were as below: （一）post-test： （1）Experimental group was better than controlled group and there was significant differences in「chemical formula」and「comprehension」(p＜.05). （2）There was no significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「transformations of matter and particle concept 」、「conservation of weight and atomic immortality」、「chemical reaction formula and reactive assortment」、「chemical meterage」、「information」、「analysis」、「application」and「generalization」(p＞.05). （3）High scores group had no significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「chemical formula」、「transformations of matter and particle concept 」、「conservation of weight and atomic immortality」、「chemical reaction formula and reactive assortment」、「chemical meterage」、「information」、「comprehension」、「analysis」、「application」and「generalization」(p＞.05). （4）Middle scores group had significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「information」 and 「comprehension」(p＜.05) but the others were not(p＞.05). （5）Low scores group had significant differences in the whole concepts、「chemical formula」and「chemical reaction formula and reactive assortment」(p＜.05) but the others were not(p＞.05). （二）long-term-test： （1）Experimental group was better than controlled group and there was significant differences in「chemical formula」and「analysis」(p＜.05) but the others were not (p＞.05). （2）High scores group had no significant differences in the whole concepts、「character and classify of chemical element」、「atomic structure」、「chemical formula」、「transformations of matter and particle concept 」、「conservation of weight and atomic immortality」、「chemical reaction formula and reactive assortment」、「chemical meterage」、「information」、「comprehension」、「analysis」、「application」and「generalization」(p＞.05). （3）Middle scores group had significant differences in 「character and classify of chemical element」、「atomic structure」and「chemical formula」(p＜.05) but the others were not (p＞.05). （4）Low scores group had significant differences in the whole concepts (p＜.05) but the others were not (p＞.05). Survey investigation’s results were as follow： （1）The learning attitude of experimental group was better than the controlled group. （2）Majority of students in experimental group liked this curriculum.
Description
Keywords
不同版本的教科書, 化學式, 化學反應式, different textbook, chemical formula, chemical reaction formula