探究國中小學生科學圖解的閱讀認知歷程

Abstract

本研究旨在以認知心理學的角度，來探討學生在閱讀科學圖解時的認知歷程，期望從歷程中瞭解概念知識及讀圖經驗的有無對學生閱圖認知歷程的影響及探究其閱圖時遭遇困難的可能因素。進而透過了解學生對科學圖解中的符號系統的理解情形，來了解符號及慣例使用對其閱圖的認知歷程的影響。藉由研究結果盼能提供有關增進學生視覺素養方面的資源、教師在進行科學圖解教學時的參照指引，及給予製圖者設計上的建議。本研究事先擬定晤談大綱，以便利取樣方式選取台北市國小五年級學童共9位及國中七年級學童共11位，個別進行半結構性晤談，並輔以進行現場閱圖情形的觀察記錄，蒐集與學生閱圖認知歷程相關的資料，深入探究學生閱讀科學圖解的認知歷程、遭遇的困難及使用的閱圖策略。晤談結果主要採取質性研究的分析方式，進行多重個案分析，並輔以進行描述性統計。獲得的重要結果為：(1)大多數學生選擇閱圖的起始點是受基本的視知覺控制影響，尤其是受視覺習慣性及元素的凸顯性的影響尤大。(2)學生大多不會利用先備知識或利用圖說文字的內容來找相關的圖進行讀圖的順序，仍較受個人的閱圖習慣影響。(3)概念知識的具備與否是學生能否有效進行圖解分塊的重要關鍵。(4)學生對於功能性圖示中用來顯示一些動態過程的箭號意義，較不能夠自行從圖解中獲得瞭解。(5)五年級或八年級的中低成就學生在缺乏概念知識的情形下，多缺乏對幫助理解有效的閱圖策略。Abstract The research is to study from the perspective of cognitive psychology the cognitive process in which students read scientific diagrams. The goal is to explore the differences in the cognitive process between student groups in five and eight grades and to find out the possible sources of difficulties that students encounter when reading scientific diagrams. Furthermore, the research is to disclose how symbols and conventions affect students' cognitive process of reading scientific diagrams by understanding students' interpretation to symbol systems in scientific diagrams. The purpose of the research is to facilitate resources for improving students' visual literacy, to provide guidance and reference to teachers for their tutoring on scientific diagram, and to offer recommendation to diagram designer for their development of diagrams. The researcher designed and conducted face to face semi-structural interviews with a convenient sample of student group consisting of nine students in five grades and eleven students in eight grades in Taipei. During the interviews, the students were provided with scientific diagrams for their reading. The researcher observed and collected data on the student readers' cognitive process while the students were reading. The interview approach allows the researcher to study in-depth the cognitive process, the difficulties and the strategies the students experience and utilize to interpret scientific diagrams.The research results involves qualitative analysis on interview output and multi-case study coupled with descriptive statistics. The primary findings are: (1) Most students chose where on a scientific diagram to begin with as a result of their visual perception, in particular, the framing and salience of the composition. (2) Students rely on the framing of composition and personal reading habbits rather than prior knowledge or explanatory notes to determine the flow of the diagrams. (3) In lack of background knowledge, students oftentimes inappropriately partititon a scienctific diagram. Therefore, they may oftentimes read a scientific diagram in meaningless chucks. (4) Students are oftentimes unable to get the hint from the arrows in functional diagrams designed to exhibit motion processes. (5) All five grades students and all eight grades underachievers who are in lack of background knowledge are oftentimes in need of effective strategies to facilitate the understanding of scientific diagrams.