月相盈虧之概念改變 作者:邱美虹(國立臺灣師範大學科學教育研究所)、陳英嫻(台北市立陽明高中)

摘要：

就月相盈虧之成因而言，「地球影子遮住月球」為中學生普遍的錯誤解釋，因此，本研究將探討這一類學生學習「月向盈虧及日、月食」單元的學習過程及概念改變情形，並試圖字學生的學習過程中，找出概念改變的關鍵點。
本研究之對象為24位以「地球影子遮住月球」解釋盈虧現象的國三學生，其中，高、低空間能力的男生、女生各有6人。研究者依分層隨機抽樣的原則，將此24位學生分成三組：「控制組」、「自我解釋組」及「模型組」，以進行不同模式之閱讀學習。
本研究之實施程序主要分為前測、實驗處理及後測三個階段。前測及後側皆採個別晤談的方式，旨在確定學生學習前、後的心智模式。實驗處理則為學生之閱讀學 習，分為三組。其中，「控制組」學生將教材閱讀兩次；「自我解釋組」學生在閱讀同時，並對教材內容加以解釋；「模型組」學生閱讀時，除解釋教材之外，本研 究並提供月相盈虧模型以供其參考。
後測結果顯示，空間能力的高、低影響學生之學習成效。本研究三種不同學習模式中，工空間能力學生的學習成效皆優於低空間能力學生。此外，高空間能力的學生當中，「模型組」與「自我解釋組」學生之學習成效無明顯差異，「控制組」學生之學習成效略低。低空間能力的學生當中，「模型組」學生在閱讀過程中，嘗試藉 由月項盈虧模型的輔助以了解教材內容。
由此顯示，提供具體模型可能有助於學生學習此單元。此外，鼓勵高空間能力的學生作自我解釋，可能有助於其形成完整的知識架構；對低空間能力的學生而言，則可能加深其錯誤之想法。

關鍵詞：月相盈虧、空間能力、自我解釋、模型

《詳全文》

Conceptual Change of Moon Phases Author: Mei-Hung Chiu, Ing-Shyan Chern(Graduate Institute of Science Education, National Taiwan Normal University)

Abstract：

Sevreal earlier studies have found the most common misconceptions of the moon phases is the belief that they are caused by the shadow of the earth. In this study, we investigate middle school students' procession of the knowledge of moon phases, and uncover the critical point of the conceptual change of learning about the moon phases.
In this study, 24 ninth-grade students are stratfied by gender and spatial abilities first, and then randomly assigned to three groups equally. One is called self-explanations group in which students are required to provide explanations of the text while reading. The second group is called model group in which the students are pro-vided with a moon-phase model. The students have to explain each phenomenon in ac-cordance with the model. The third model is a control group in which the students are not asked to do anything specifically. The design of the study has three phases: pretest, treatment, and posttest.
The results reveal that the students' spatial ability is a main factor. In general, high spatial ability students outperform low spatial ability students in every group. For high spatial ability students, there is no difference between the students in the model group and self-explanation group. And the high spatial ability students in both groups are bet-ter than the control group. However, the low spatial ability students in the model group outperformed those in the control group, the self-explanation group was the worst. The results also suggest that it is difficult to learn the moon phases from two dimensional representations, particularly, for the low spatial ability students. The relevance of this research for instruction, curriculum design, and models of learning is then discussed.

Keywords：Moon phase, spatial ability, self-explanation, model