运用概念构图之科学教学模式在高中生物科教学实徵研究.docVIP

行政院國家科學委員會補助專題研究計畫成果報告 「運用概念構圖之科學教學模式」在高中生物科教學的實徵研究 計畫編號：NSC 91－2411－ S － 041－ 001　－計畫主持人：林達森 執行單位：嘉南藥理科技大學嬰幼兒保育系、教育學程中心 摘要 本研究旨在發展「概念構圖科學教學模式」，採準實驗前後測設計。以高中6個生物課班級為實驗對象，其中三班學生為實驗組；另三班為對照組。探究此模式在生物能量概念學習之效應。教學後評量概念學習成效，蒐集學生概念圖，進行實驗組學生與教師晤談，並以「概念構圖教學」態度問卷瞭解學生反應，經共變量分析、卡方檢定，將質量資料交互比較，獲得數項結論：1.實驗組學生生物能量概念學習成效顯著優於對照組；2.學習完生物能量單元後，高中生依舊存有許多迷思概念，主要是有關各反應之間的關係、及呼吸作用的本質是生化反應方面；3.實驗組學生在前述主要迷思概念上，多低於對照組約30％左右；4.學生概念圖顯示實驗組學生在交叉連結部份做出主動學習的努力，足以說明兩組學生在所持迷思概念比例之差異；5.實驗組學生多認為採概念構圖教學有助於生物概念的學習，並對此種教學抱持正向態度；6.進行實驗教學之教師肯定「概念構圖科學教學模式」在提升學生學習動機、及有助於班級管理之效應。 關鍵字：生物能量；光合作用；呼吸作用；概念構圖教學；概念學習 Abstract The purpose of this study is to develop ‘The Model of Scientific Teaching using Concept Mapping’ and to experiment this model in senior high school biology class to evaluate its effects. A qusai-experiment following a pretest-posttest design was undertaken in six senior high school biology classes in Kaohsiung area. Of which three classes were experimental group; while other three classes, as control group. During the period of experimentation testing, interview, and questionnaire were used to collect quantitative and qualitative data. ACOVA, chi-square, post comparison were performed on the quantitative data. Content analysis was used to interpret qualitative data. Major results were as follows: (1) the experimental group students’ achievement is significantly better than control group; (2) students still keep many misconceptions about bioenergetics after learning bioenergetics unit, the major misconceptions are related with the relationship between reactions, and the nature of respiration; (3) the experimental group have fewer misconceptions than control group by about 30﹪; (4) experimental group students making effort on the cross-link could explain the discrepancy of the ratio of two groups’ misconceptions; (5) experimental group students mostly agree to that teaching with concept mapping is helpful to biological concept learning; (6) the teacher think that the model of scientific te