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44% 18% + + + 70% 57%
2
1 misconception Anderson Smith1987
2 misconception naïve theory noncanonical theory
3 alternative frameworks
Driver Easley meta-research 1 1 4
... 5
Clement 85 6
? concepts Klausmeir et al.1974 82 Vygotsky 88Reif1987 Reif 82 88 Ausubel 1968 88 82 84 88 89? Anderson1990 7
88 Ausubel 1968 Ausubel Wittrock1985 88 88 90 Bar& Zinn Carry Kuhn Piaget Levine,2000 Niaz Cartwright ChristieFrickeLakatos Rocke Niaz,2000 Piaget Gagne Ausubel assimilation accommodation equilibration 2 8
sensorimotor period preparationalthought period concerte operation period formal operation periodmintzes & Wandersee,1998 Concept Structure Diagram Clinical Interview Gagn e,m. hierarchy of learning concept learning positive transfer Words Association Interview AboutInstances Thinking Aloud Protocols Stimulated Recall Ausubel, D.P.) Educational Psychology : A Cognitive View 9
rote learning advance organizer super-ordinate learning subsumption integration recilliation progressive differentiation meaningful learning Vygotsky Varelas & Pineda,1999 3 10
7778 78 : : : : : 1. 2. 3. 4. 83 79 11
12 Osborne1980 83 conceptual change 79 Strike & Posner 1 2 3 Mortimer,1995
13 Duit Hasweh1988 89 Mintzes, Wandersee & Novak
Pfundt & Duit 83 Posner, Strike, Hewson & Gerzog1982 82 83 86 14
82 Driver Oldham1986 88 15
Science Misconception 81 82 1. Karl Popper 1934 2. Bruner1986 constructionism A Critique of Pure Reason 84 3. reconstructionrecognitionretrieval 90 Science Education alternative frameworkdrive & Easley, 1978 preconception 16
Ausubel, 1986 misconceptionlawrenz, 1986 misconception misconception 82 Gilbert & Watts1983 84 89 17
18 83 Kuethe Hashweh1988 82 Anderson1990 82 Anderson
M. G. HewsonP. W. Hewson1983 : 84 Head 1986 1. 2. 3. 4. 5. 86 Gilbert & Watts 1983 1 2 3 Driver1981 Driver 1987 : : : Head1986 : 1. 2. 3. 4. 5. 89 19
: 20
21 Driver : 1994 Driver 1985 : : 1. 2. 3. 4. 5. 6. 7. 8.
22 Novak1988 78 : Gilbert1982 : : : : : :
23 85 : Piaget Ausubel Vee Gagne 89 82 : Gagne Paradigm Ausubel Paradigm Piaget Paradigm V 90 1990 :
1. 1 2 3 4 Venn 5 6 A. B. Waern C. 2. 1 2 3 3. 1 2 3 thinking aloud Treagust, Duit Fraser1996 : 90 24
Zietz : : Ausubel V :. Osborne & Gilbert, 1980Watts, 1981. : 90 Novak1988 25
83 26
27
28 85 130
29 4 89 89 88276 4
30
31
1987 1. 2. 3. 4. 1. ERIC 2. 3. 1. 1 32
http://datas.ncl.edu.tw/theabs/ 2 3..30 4 5 2. 1 192.192.169.230/edu_paper/index.htm 2 *..30 3 4 : http://www.sinica.edu.tw/ http://datas.ncl.edu.tw/theabs http://140.122.127.251/edd/edd.htm http://140.122.127.250/etd/etd.htm http://www.stic.gov.tw/data_all.htm 33
34
3 3 1 2 3 3 1 2 1 2 1 2 1 35
140 ~ -1 59 44% 26 26% 18% 1. 2. 36
3. 98 70% 26 18% 16 12% 79 81 37
IAI interview-about-instance IAE interview-about-events DOE demostrateobserve explain - - - 83 38
vedio : 80 80 82 82 83 83 85 86 88 88 88 89 89 89 90 90 90 90 90 90 90 90 90 90 32 24% 81 81 82 (85) 86 86 86 88 88 88 89 89 89 90 90 90 90 90 90. 28 21% 80 81 81 81 82 82 82 83 83 83 83 83 84 85 85 86 86 87 88 88 88 88 88 88 88 88 89 89 90 90 90 90 90.. 73 55% / 39
40
41
42
43
44
45
25 40% 10 17% 57% 46
Champagne 1980 1. 2. 3. 87 47
48
49
50
51
Willian Holliday 82 52
53
54
:1. 2. 3. 55
84 1. 2. 3. 56
57
58
59
60 87 88 83 74 79 81 83 87 88 88 89 81 81 90 82
89 89 90 90 90 81 82 90 90 81 83 90 90 81 80 80 82 83 86 86 8788 90 90 81 83 83 85 90 81 85 89 90 90 82 81 85 85 88 89 90 81 82 85 90. 55 25 10 8 12 81 88 89 90 26 10 8 4 4 80 80 82 88 89. 61
B B 62
D C 63
B B B C C C C C C D D 64
D D D B B C C C C C C C C C C D D D 65
D D D D D D D D D D D D D D D 66
D D D D D D D D D D D D D D D D 67
B B D D D D D D D D D D D 68
D D D D D D B D D D D D D D D D D D D D 69
D D D D D D B B D D D D D D D D 70
C C C C C C C C C C C C C C C C C C C C C 71
D D C C D D D D D D D D D D D 72
B B B B B B B B B B B D D D 73
C C C C A B B C C D D D D D D D 74
A D D D D D D D D D D 75
D D D D D D D D D D D D D D D D 76
D D D D C C D D B B B B C D D 77
B B C B C C C C C 78
B B B C C D D D D 79
D D D D D D D D D 80
C 81
B C C C 82
D D D D D D D D D D 83
D D D D D A B D D D 84
C C C C C D D D 85
D D D D D D D 86
B D B B B B B B B B B B B B B B B B B B B B B B 87
B B B B B B B C C D D D 88
B C C C D D 89
C D C C B B B B B B D D D D D D 90
B B B B B B B B B B B B B B B 91
B B B B B B B 92
B B C C C C C D D D 93
D D D D D D D D D D D D D D D 94
D D B B B B C C C C 95
B C C C C C C C C C C C 96
C C C C C C C C C C C D D D D D D D D 97
C C C C C C C C D C C C C C C C C D D D 98
C C C C C C C C C C C C C C C 99
B C C C C D D D D D D D 100
B D D D D D B B D D D D D D 101
B C D B D D B B B B B B B B B C C C 102
B B C C C 103
B C C C C B B C C C C 104
C D B B B B B C C C C C C C C C C 105
D C C C C C C C D D D 106
C C C C C D D C C C C C C D D D D D D D 107
C C D D D D D 108
D D D D D He O2 109
C D D C C C 110
D D C D D D D D D D D D D 111
D D D A B C D 112
113
114
115 44% 26 26% 18% + + + 70%
116 / 33 56% 2 18% + 45%
Driver & Oldham, 1986Longden, Black & Solomon, 1991 Hart, Mulhall, Berry & Gunstone2000 Gilbert, Osborne & Fensham1982 / 2000 117
82 84 88 89 U 118
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121
122
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124 86 121 20-25 NSC-79-0111-S-153-007-D
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127 NSC82-0111-S024-002-N
128 NSC84-2511-S-133-004 http://pei.cjjh.tc.edu.tw/chem_15_1.htm
129 NSC84-2511-S-026-002-N
130 http://pl.ncue.edu.tw/cn/cl/bkl/construct.html. NSC88-2511-S153-009 NSC80-0111-S003-027D
NSC-81-0111-S-143-501-N NSC-82-0111-S-143-003-530042 NSC88-2511-S003-077 NSC84 2511 S-003 059 131
132
133 23 89-110
Anderson,.B.1990. Pupil`s conceptions of mater and its transformation age 12-16. Science in Science Education,18, 53-85. Anderson, C. W., & Smith, E. L.1987. Teaching science. In V. Richardson-Keehler Ed., Educator s handbook. pp. 84-111. New York: Longmans. Anderson, C. W., & Roth, K. J. (1989). Teaching for meaningful and self-regulated learning of science. In J. Brophy (Ed.), Advances in research on teaching: Vol. 1. Teaching for meaningful understanding and self-regulated learning. Greenwich, CN: JAI Press. Ausubel, D.P.1968. Educational PsychologyA Cognitive View. N.Y. Holt, Rinehart and Winston. Bar, V. & Zinn, B. (1998). Similar frameworks of action-at-a-distance: Early scientists and pupils ideas. Science and Education, 7, 471-491. Brody H. 1992. Philosophic Approaches. In Crabtree B.F. & Miller W.L.eds., Doing Qualitative Research. Sage Publication. Champagne, A. B. & Klopfer, L. E. & Anderson, J. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics,4,1074-1079. Driver, R.1981. Pupils alternative frameworks in science. European Journal of Science Education, 31, 93-101. Driver,R.Oldham1986. A Constructivist Approach to Curriculum Development in Science. Studies in Science Education,13, 105-122. Driver, R & Guesne, E. & Tiberghien, A.(1987).Children s ideals in science. Open University Press. Gilbert, J. K., and Watts, D. M. (1983). Concepts, Misconcep-tions and Alternative Conceptions: Changing Perspec-tives in Science Education. Studies in Science Education, 10, 61-98. Gilbert,J.K.,Osborne,R.J.Fensham,P.J.1982. Children s Science and Its Consequences for Teaching. Science Eduction, 664,623-633. Harrison, A. G., Grayson, D. J. & Treagust, D. F. (1999). Investigating a grade 11 student s evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36, (1), 55-87. Hart,C.,Mulhall,P.,Berry,A.,Loughran,J.Gunstone,R.2000. What is the Purpose of this ExperimentOr Can Student Learn Something from Doing Experiments.Journal of Research in Science Teaching,377,655-675. Hashweh, M. Z. 1988. Descriptive studies of students conceptions in science. Journal of Research in Science Teaching, 83, 229-249. 134
Head, J.1986. Research into Alternative Frameworks : promise and problems. Research in Technological Education, 42, 203-211. Hewson, M. G. & Hewson, P. W. 1983. Effect of instruction using students prior knowledge and conceptual ahange strategies on science learning. Journal of Research in Science Teaching, 208, 731-743. Kuethe, L. J. (1963). Science concepts : A study of sophisticated errors. Science Education,47,361-364. Longden,K.Black,P.Solomon,J.1991.Childrens interpretation of dissolving. International Journal of Science Education,131, 59-68. Levine, A. T. (2000). Which way is up? Thomas S Kuhn s analogy to conceptual development in childhood. Science and Education, 9, 107-122. Mortimer, E. F. (1995). Conceptual change or conceptual profile change? Science and Education, 4, 267-285. Mintzes, J. J. & Wandersee, J. H. (1998). Research in science teaching and learning: a human constructivist view. Teaching science for understanding. San Diego, CA, Academic Press. Mintzes, J. J., Wandersee, J. H. & Novak, J. D. (1998). Teaching science for understanding a human constructivist view. California, Harcourt Brace & science education. (3nd ed.). Kiel, West Germany: University of Kiel, IPN Reports in Brief. Niaz, M. (2000). Gases as idealized: a rational reconstruction of students understanding of the behavior of gases. Science & Education, 9,279-287. Niaz, M. (2001). How important are the laws of definite and multiple proportions in chemistry and teaching chemistry? a history and philosophy of science perspective. Science and Education, 10, 243-266. Novak, D. J.(1988). Learning Science and the Science of Learning. Studies in Science Education, 15, 77-101. Osborne, R. J., & Gilbert, J. K. (1980). A method for investigating concept understanding in science. European Journal of Science Education, 2, 311-321. Pfundt, H. & Duit, R.(1991). Biblography: Students alternative framework and science education. (3rd ed.). Kiel, West Germany: IPN. Posner, G.J., Strike, K.A.,Hewson, P.W.,& Gertzog, W.A. (1982).accommodation of a scientific conception: Toward a theory of conceptual change. Science Education. 66,211-227. Reif, F. (1987). Interpretation of scientific or mathematical concepts: Cognitive issues and instructional implications. Cognitive Science, 11, 395-416. Treagust, D. F., Duit, R. Fraser, B. J. 1996. Improving teaching and learning in science and mathematics. New York : Teachers College Press Za rour G. I. 1975. Science Misconceptions Among Certain Groups of Students in 135
Lebanon. Journal of Research in Science Teaching. 124, 385-391. Varelas, M. & Pineda, E. (1999). Intermingling and Bumpiness: Exploring Meaning Making in the Discourse of a Science Classroom. Research in Science Education, 29(1), 25-49. Watts, D. M. (1981). Exploring pupils alternative frameworks using the interview-about-instances method. In W. Jung, H. Pfundt & C. V. Rhonck (Eds.), Proceedings of the international workshop on problems concerning students representation of physics and chemistry knowledge, 365-383. Wittrock,M.C.1985Learning Science by Generating New Conceptions From Old Ideas. In L.H.T. West & A.L.PinesEds., Cognitive Structure and Conceptual Change. Orlando, FLAcademic Press,261-262. 136
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143 CMS CMS
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152 1. 2.
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155 85
156
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161 Crosstabs Regression
162
163 scheffe
164
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170
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176 2. 1. 2.
177
178 Andersson
179
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184 1. 2.
185
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36 190
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STS STS 200
ANCOVA 124 201
40 192 202
203 110 ( ) 111 120 121 130 131 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 230 231 310 320 330 410 411
412 413 414 415 420 421 430 431 440 441 450 451 452 453 204