不同前置組織對高中學生學習化學反應及相關概念成效

Abstract
本研究旨在比較現行高中兩種不同版本的化學教科書中,以不同之前置組織引介下,學生對學習化學反應及其相關概念的影響。 研究設計主要以準實驗研究為主,將學生分為A前置組織(文本)與B前置組織(文本)兩個組別,A前置組織組別學生先進行「物質三態變化-粒子行為」理論教學,B前置組織組別學生則先進行「粒子基本定律」理論教學,其後再一同按各版本之後續相同內容,進行化學反應及其相關內容概念的教學。 研究對象有80位高一學生,施行A前置組織教學的學生為38人,B前置組織教學的學生為42人。實驗教學前先進行化學反應學習成就測驗前測,其後進行化學反應及其相關概念教學,最後在教學後進行化學反應學習成就測驗後測。化學反應學習成就測驗的信度為0.75(KR20),而效度則是經9名專家(內容效度)評定後修正之。 研究結果發現,以「粒子基本定律」理論為前置組織的B組較進行「物質三態變化-粒子行為」理論為前置組織的A組,在整體學習上更能增進學生在化學反應及其相關概念上的學習成效,其中在「原子與分子計量」與「化學反應方程式計量」兩概念向度上,使用B前置組織的學生較A前置組織在學習上有顯著的幫助。 研究結果顯示,就本研究實驗範例,學生在進入高中時期後,若能適當運用教科書中「粒子基本定律」內容進行學習,確實能彌補其在國中時期在化學反應相關概念上的不足。最後對未來高中化學教科書的內容及其架構等安排提出建議。
This study investigated the influences of two different advance organizers on students’ concepts of chemical reactions. Quasi-experimental designs was adopted. The students in the group A were instructed in the subject of “The Change of Material States-Particles’ Behavior” and the students in the group B were instructed in the“The Basic Law of Particles”. All students were instructed in the relevant concepts of chemical reactions according to the version conducted in two groups. There were 80 students involved, 38 students were instructed in the advance organizer A, 42 students were instructed in the advance organizer B. All students were completed pre-test and post-test of chemical reactions. After pre-test, all students were instructed in the relevant concepts of chemical reactions. The reliability of test is 0.75(KR20). Test was validated by 9 experts. The results indicated that group B outperformed than group A, especially in two concepts of “The Count of Atom and Molecule ” and “The Count of Chemical Reaction Functions ”. Recommendations for the arrangement of teaching materials and future study were followed.
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Keywords
前置組織, 化學反應
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