顏妙璇Yen, Miao-Hsuan楊瑜君Yang, Yu-Chun2019-09-052022-08-302019-09-052017http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060045010S%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104501本研究以「概念取代理論」為基礎，發展浮力概念取代教學。探討概念取代教學與傳統式教學在浮力單元迷思概念改變之情形。本研究採用準實驗研究法，研究對象為兩班國中九年級學生，分別為實驗組19人，實行概念取代教學；對照組21人，施以傳統式教學，並收集浮力概念診斷測驗前後測、浮力概念應用後測以及浮力概念延宕後測等資料，以了解學生浮力概念的學習成效與迷思概念改變情形。以下為本研究的結果： 1. 實驗組與對照組概念改變皆有成效，然實驗組之概念改變成效顯著優於對照組，但在正確概念學習成效上無顯著差別。代表概念取代教學主要幫助的是概念改變的部分。 2. 實驗組的應用測驗顯著優於對照組。代表學生經過概念取代教學後對浮力概念有較佳的解釋能力。 3. 延宕後測整體而言兩組沒有顯著差異，但實驗組在概念取代題型的得分上高於對照組，雖未達顯著差異，仍有優於對照組的趨勢。 概念取代教學可以有效的幫助學生產生概念改變，並使學生在概念應用上有較好的學習成效，依本研究結果，對未來教師教學與教科書編寫及研究方向提出建議。Based on the theory of “concept substitution,” a teaching module about buoyancy was developed. The effects of concept substitution and traditional teaching modules on conceptual change about buoyancy were investigated. Two classes of ninth graders participated in this study with the quasi-experimental design. The concept substitution teaching module was implemented in one of the classes (the experimental group, N = 19) while the traditional teaching module was administered in the other class (the comparison group, N = 21). The diagnostic pre- and post-tests, applied post-test, and delayed post-test were conducted as indices for learning outcome and conceptual change. The results of the present study are presented as follows. 1. The effects of conceptual change were significant for both groups, with a greater effect for the experimental than the comparison group. However, there was no difference in the learning effect of correct concepts. These results suggest that the concept substitution teaching module was mainly beneficial for reducing misconceptions. 2. The performance of the applied post-test was significantly better in the experimental than the comparison group, suggesting that students increased their ability to explain buoyancy phenomena after receiving the concept substitution teaching module. 3. There was no significant difference between the two groups in the delayed post-test. However, there was a trend that the experimental group had slightly better performance on items related to the concept substitution teaching module than the comparison group. To conclude, concept substitution can effectively induce conceptual change and facilitate application of the learned concepts. The results of the present study suggest a future direction for further research and modification of teaching modules and textbooks.概念取代概念改變浮力Concept SubstitutionConceptual ChangeBuoyancy