探討建模教學對於八年級學生學習物質粒子概念之學習成效與建模能力之影響
Abstract
本研究旨在探討建模教學對八年級學生學習物質粒子概念之影響，希望藉由建模教學提升學生物質粒子概念學習成效與建模能力。研究對象為92位台北市某國中八年級學生，研究對象依據教學方式共分為三組，其分別為「靜態模型講述組」、「動態模型講述組」與「動態模型建模組」，利用研究者自行發展測驗工具分析學生學習成效，並利用建模能力評估指標（MAAI）分析晤談學生之建模能力表現。研究結果顯示：
1.三組學生於物質粒子概念後測成績比較（F＝15.49，p＝.000＜0.001）或總結性評量比較（F＝4.663，p=.012＜.05）均達顯著差異，再經由Scheffe’s事後多重比較分析，顯示建模教學有助於學生物質粒子概念建立。
2.三組學生於動態評量部分，除動態評量（Ⅱ）未達顯著差異外（F＝0.965，p＝.385＞.05），其餘三次動態評量比較結果均達顯著差異（F＝4.270，p＝.017＜.05； F＝4.101，p＝.020＜.05； F＝4.577，p＝.013＜.05），再經由Scheffe’s事後多重比較分析，顯示建模教學有助於學生在學習過程中，對物質粒子概念的建立。
3.研究結果亦顯示，不同的教學策略對於學生建立原子結構心智模式演變途徑並不相同。靜態模型講述教學主要途徑為：實心球原子模型→拉塞福原子模型→拉塞福原子模型；動態模型講述教學與動態模型建模教學主要途徑則為：實心球原子模型→波耳原子模型→波耳原子模型，顯示動態模型較能建立學生波耳原子結構模型，而學生所建立的原子結構心智模型愈接近科學模型，學習成效愈好。
4.三組學生於物質粒子建模能力之表現，研究結果顯示，三組學生於模型效化、模型重建與整體建模能力等三個方面均有顯著差異（p=.033＜.05），顯示建模教學有助於提升學生整體之建模能力，特別是在模型效化與模型重建。
This study investigated that the effectiveness of modeling teaching on 8th graders’ learning of particles in these states. This study intended to improve students’learning of material particles and their modeling ability via modeling teaching. The subjects in this study were 92 8th grade students in the junior high school in Taipei. They were divided into three groups in terms of the teaching strategies. The groups were static Model, dynamic Model, and model-based teaching. The assessment was developed by the researcher of their performance. The Modeling Ability Analytic Index (Chang& Chiu, 2009) were used to analyze the modeling ability of the students. The results showed that： 1. The posttest’s score (F＝15.49，p＜.001) and summative assessment (F＝4.663，p=.012) in the concept of material particles showed that there were significant differences among the three groups . Analyses of Sheffe's method for post hoc multiple comparison showed that the modeling teaching was useful to help student to construct the conception of material particles. 2. All parts of the dynamic assessments except part Ⅱ (F＝ .965 ， p ＝ .385＞.05)showed that there were significant differences among the three groups (F＝4.270，p＝.017＜.05； F＝4.101，p＝.020＜.05； F＝4.577，p＝.013＜.05). Again,the results showed that the modeling teaching was useful to help student to construct the conception of material particles in the learning process via the Scheffe’s post-history testing 3. The results suggested that different teaching strategies for helping students’construction mental models about atomic structure by lead to different pathway.The main process of construction static model was thus spheroid Atom Model Rutherford's Atomic Model → Rutherford's Atomic Model. The main process of develops’ the dynamic model exposition-teaching and model-based teaching were spheroid Atom Model → Bohr's Atomic Model →Bohr's Atomic Model. The results showed that the dynamic model exposition-teaching was more helpful to establish the structure of Bohr's Atomic Model than the other two. 4. The performance of the establishment ability of the material particle for the three groups showed that significant difference was between the model validation, model restructuring, and modeling ability as a whole(p=.033). The results showed that it was useful to improve the modeling ability for the students via the modeling teaching, especially in the model validation and model restructuring.
This study investigated that the effectiveness of modeling teaching on 8th graders’ learning of particles in these states. This study intended to improve students’learning of material particles and their modeling ability via modeling teaching. The subjects in this study were 92 8th grade students in the junior high school in Taipei. They were divided into three groups in terms of the teaching strategies. The groups were static Model, dynamic Model, and model-based teaching. The assessment was developed by the researcher of their performance. The Modeling Ability Analytic Index (Chang& Chiu, 2009) were used to analyze the modeling ability of the students. The results showed that： 1. The posttest’s score (F＝15.49，p＜.001) and summative assessment (F＝4.663，p=.012) in the concept of material particles showed that there were significant differences among the three groups . Analyses of Sheffe's method for post hoc multiple comparison showed that the modeling teaching was useful to help student to construct the conception of material particles. 2. All parts of the dynamic assessments except part Ⅱ (F＝ .965 ， p ＝ .385＞.05)showed that there were significant differences among the three groups (F＝4.270，p＝.017＜.05； F＝4.101，p＝.020＜.05； F＝4.577，p＝.013＜.05). Again,the results showed that the modeling teaching was useful to help student to construct the conception of material particles in the learning process via the Scheffe’s post-history testing 3. The results suggested that different teaching strategies for helping students’construction mental models about atomic structure by lead to different pathway.The main process of construction static model was thus spheroid Atom Model Rutherford's Atomic Model → Rutherford's Atomic Model. The main process of develops’ the dynamic model exposition-teaching and model-based teaching were spheroid Atom Model → Bohr's Atomic Model →Bohr's Atomic Model. The results showed that the dynamic model exposition-teaching was more helpful to establish the structure of Bohr's Atomic Model than the other two. 4. The performance of the establishment ability of the material particle for the three groups showed that significant difference was between the model validation, model restructuring, and modeling ability as a whole(p=.033). The results showed that it was useful to improve the modeling ability for the students via the modeling teaching, especially in the model validation and model restructuring.
Description
Keywords
物質粒子概念, 建模能力, 建模教學, Concept of material particles, modeling ability, modeling teaching