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期刊目錄列表 - 53卷(2008) - 【科學教育類】53(2)十二月刊
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從「內化與修正」朝向「外推與解釋」的思考機制：以國中一年級學生質量守恆概念發展為例 作者:洪振方、周進洋(國立高雄師範大學科學教育研究所)、蔡智文、蔡嘉興(高雄縣立燕巢國民中學)

卷期：53卷第2期
日期：2008年12月
頁碼：59-89
DOI：10.6300/JNTNU.2008.53(2).03

摘要：

本研究旨在探討國中一年級學生質量守恆概念和相關概念範疇發展內容與其思考機制。首先，本研究使用質量守恆概念二階段紙筆測驗針對高雄縣某國中35位一年級學生進行施測，並在施測成績高、中、低分組中各選2位作為半結構晤談個案。研究者將半結構晤談資料轉錄成逐字稿，並以微小發生分析法分析個案學生概念內容和概念範疇，建構出質量守恆概念發展流程圖，據此分析質量守恆概念發展、相關概念範疇內容與其思考機制。研究結果顯示，個案學生概念發展涉及多個概念範疇內的發展與概念範疇間的轉移，而非僅是核心概念範疇單獨發展。此外，個案學生概念發展的思考機制，呈現出從「內化與修正」朝向「外推與解釋」的趨勢。

關鍵詞：微小發生分析法、概念發展、概念範疇、質量守恆概念

《詳全文》

中文APA引文格式洪振方、蔡智文、蔡嘉興、周進洋(2008)。從「內化與修正」朝向「外推與解釋」的思考機制：以國中一年級學生質量守恆概念發展為例。師大學報：科學教育類，53(2)，59-89。doi:10.6300/JNTNU.2008.53(2).03
APA FormatHung, J.-F., Tsai, C.-W., Tsai, C.-H., & Chou, C.-Y. (2008). The Movement of Thinking Mechanism from‘Internalization and Revision’ to ‘Extrapolation and Explanation’: The Study on the Conceptual Development about Conservation of Mass for Taiwanese Seventh Graders. Journal of National Taiwan Normal University: Mathematics & Science Education, 53(2), 59-89. doi:10.6300/JNTNU.2008.53(2).03

Journal directory listing - Volume 53 (2008) - Science Education【53(2)】December
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The Movement of Thinking Mechanism from ‘Internalization and Revision’ to ‘Extrapolation and Explanation’: The Study on the Conceptual Development about Conservation of Mass for Taiwanese Seventh Graders Author: Jeng-Fung Hung, Ching-Yang Chou(Graduate Institute of Science Education, National Kaohsiung Normal University), Chih-Wen Tsai, Chia-Hsing Tsai(Ming-Yi Junior High School, Kaohsiung City)

Vol.&No.：Vol. 53, No.2
Date：December 2008
Pages：59-89
DOI：10.6300/JNTNU.2008.53(2).03

Abstract：

The purpose of this study was to explore the development of conceptual categories and thinking mechanisms relating to the concept of ‘conservation of mass’ for 7th graders. Firstly, the two-tier diagnostic instrument focusing on conservation of mass was administered to 35 7th graders from Kaohsiung County. The participants were divided into high, middle and low groups according their scores in the test. And, 6 participants (with 2 students in each group) were chosen to attend the following semi-structured interviews. Secondly, the microgenetic analysis was employed to analyze the conceptual content and development of conceptual categories to construct the flow chart of students’ conceptual development. The analyses revealed that students’ conceptual development about conservation of mass involved the development and shift intra- and inter- conceptual categories, which all of the relating categories were advanced simultaneously instead of the development of individual category independently. In addition, the thinking mechanism of students showed the tendency from “internalization and revision” to “extrapolation and explanation”.

Keywords：Microgenetic Analysis, conceptual development, conceptual categories, the conception of conservation of mass.