以歷程檔案探究國小四年級學童月亮的概念學習

• Main Author: 劉源崇
• Other Authors: 耿筱曾
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/36952226125205761474

碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === The purpose of this research based on theory of constructivism was to investigate the conceptual learning on the moon by the portfolio in the fourth grade in elementary school. The subjects were students in one class of fourth grade selected from an elementary school in Xinzhuang City in Taipei County. By pre-post test, concept map , interview , and questionnaire to investigate the students’（1）alternative concept of the moon （2）conceptual learning and conceptual changing of the moon（3）the mechanism of conceptual change toward the moon. The findings were summarized as follows： A. According to the results of pre-post test , students’ alternative concepts were about the day of the lunar month from a drawing of a lunar phase, the causes of the lunar phase, the change of the moon position , and the time of the moonrise. Besides, the results of alternative concept were from life experiences and lacking in individual knowledge. B. As for the findings from examining the process of the students’ conceptual learning, it could be categorized into ten types：S-S-S, S-A-S, A-S-S, A-S-A, A-A-S, A-A-A, N-S-S, N-A-S, N-A-A, N-N-N. According to the ten types, we could find out the process of the students’ conceptual change in the learning process. C. According to analysis of concept map, students’ conceptual change could be categorized into three types：conceptual addition, conceptual restructuring, and conceptual exchange. With the results of the interview, the researcher classified the mechanism of conceptual change into six categories：（1）conceptual addition with believing experts（2）conceptual restructuring with believing experts（3）conceptual exchange with believing experts（4）conceptual restructuring with self -accommodation（5）conceptual exchange with peer identity（6）conceptual addition with self-construction. D. Teacher and students thought that portfolio could display the learning process and help students to construct the concept by themselvs to meaningful learning.