影響國小六年級學童立方體計數之因素

• Main Authors: CHANG PI CHIH, 張碧芝
• Other Authors: 吳昭容
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/11588063966798282439

碩士 === 國立臺北教育大學 === 教育心理與諮商學系碩士班 === 95 === Abstract Battista and Clements(1996, 1998) indicate that students are difficult to perspect and imagine the hiding cubes, or coordinate orthogonal views of cubes correctly. We design with two kinds of cubes array, low regularity (LR) and high regularity (HR), to explore the cognitive processes and strategies of the sixth grade students. We point out that the difficulty of the middle grades may come from the problem different from spatial orientation above-mentioned. According to different degrees the hidden cubes spreading, the LR items were divided into the two dimensions and the three dimensions. The two types were designed as four kinds of hidden cubes’ number (including 4,5,6,7, four subtypes). The HR items were divided into outside intact and non-intact, depending on the integral appearance. There are two items in every cell. In the group test, there are 204 participants of sixth grades from one class of seven different schools. In the individual test, there are 40 participants different from the group test. The individual test included two stages. The main mission of the first stage is to collect the students’ correct rate, the response time, and difficulty evaluating scores of every items. In the second stage, we interview to explore the students' strategies. The results are the HR items are higher correct rate, shorter response time, and easier evaluating scores than the LR items. That shows the HR items are apt to offer students a clue to solve problems with the systemic tactics, led it being not easy to neglect the hiding cubes. And then the low spatial ability is influenced relatively smaller because of the involving of tactics and the susceptibility to the gravity concept of students of sixth grade. There are no significantly differences in correct rate and response time between intact and non-intact. Because the positions of cube distributing are relatively scattered, the LR items make students’ visual grouping being difficult, the chunking being smaller, and the memory loading increasing. When the hidden dimensions are increased, there are lower correct rate, longer response time, and higher evaluating scores, which show that image grouping follow visual proximity rule. The LR items need the application of spatial visualization ability, to make the scattered cubes work on spatially moving ,filling and making up mentally, to form the big unit and lighten cognitive loading, therefore it will have greater influence on counting of persons with weaker spatial ability. However, hidden factors limited in 4-7 hidden numbers would unstablly influence students’ cubes counting, it shows that the effective grouping is more important than the hidden factors for the students of sixth grade solving the cube enumeration problem. Moreover, the research found only quite a few sixth grades can not image the hidden cubes. We infer that spatial orientation ability in cube counting is developed progressively in sixth grades, but the key of spatial visualization ability, like grouping, that students manipulating to perform their cubes counting still need more hard working, the spatial teaching material and correlated curriculum can be consulted and designed in the future. Keywords: cube enumeration, spatial ability, spatial orientation, spatial visualization, Gestalt psychology, grouping