概念及概念學習在學科教學上之應用
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Date
1996-09-??
Authors
劉宏文
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Publisher
臺灣師範大學科學教育中心
National Taiwan Normal University Science Education Center
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.
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.