幼兒物質概念之研究

• Main Authors: Lu Jui Ching, 盧瑞青
• Other Authors: 郭重吉
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/07903366899358071408

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 92 === Abstract This research investigates how 4-6-year-old children are conceptualizing matters and developing early stage concept. From the first interview, teachers design teaching activities about matters and children explore their inner selves. This is followed by the second interview from which we try to understand the stages involved in changing children’s material concept and determine what influence children’s scientific concept. These findings are helpful for kindergarten teachers in developing their teaching plan and guiding children’s conceptual development. 　　Material concept is quite general; however, this research mainly focuses on three particular areas: children’s concept in categorizing matters; children’s concept in mass and weight of matter; children’s concept in floating or sinking of matters in water. The results of this research lead to the following conclusions and recommendations: 1. Children are familiar with the following materials: mood > rock > pape > glass > iron > cloth > plastic. After hands-on experience with these materials, all children are familiar with all of the above material terminology. 2. Majority of children are capable to categorize matters based on their properties and characteristics 3. Children have the concept of “different objects possess different weight”. This concept, however, is influenced by the object’s color and shape. After some trials, object’s color became less influential, but the influence of the shape of the object remains significant. 4. More than half of the children under study still judge based on object’s size and weight as to whether the object will float or sink in water. After some trials, they have slightly improved their material floating or sinking concept, however, they are still unable to apply these concept in determining whether the object will float or sink in water. 5. Providing enriched design for classroom learning helps to improve children’s conceptual development. However, some concepts are limited by the age barriers and can not be overcome. 6. A positive attitude towards science is the key element to develop the scientific concept. Keyword: material, children, children science