| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所 === 95 === 120 participants at the 10th grade students were first assessed by a questionnaire within 30 questions adapted from Shtulman(2006) to probe their concepts of biological evolution on the theoretical consideration of conceptual ontology, variationism and transformationism.
The written questionnaire showed that 120 students demonstrated three types of mental model: variationism, transformationism and synthetic mental model. The overall test scores on 30 questions ranges from -14 to +28 and averaged +5.68, revealing that students committed more variationism than transformationism on the whole.
Then, the experimental group were treated with an instructional remediation with integrated multiple perspectives proposed by Chi & Slotta, Geraedts & Boersma, and Shtulman, and followed by a post-test. At last, by means of interviewing with both experimental and comparison groups, the teaching effects and performance variation were to be demonstrated.
While interviewing , interviewed students, when encountering those questions which were unlearned on textbooks, inclined to transformationism explanatory framework instead of variationism.
According to the pre-and -post scores and the interview, we find that the comparison group students remained at the rote memory about Darwin's evolution theory. On the other side, those students, who were instructed in class with problem-posing approach and emergent process ontology training, obviously had some concept change upon variationism and could more freely transfer to unlearned context of evolution.
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