- 作者: 陳世輝; 古智雄
- 作者服務機構: 國立花蓮師範學院數理教育學系
- 中文摘要: 本研究以花蓮縣山地國小二、四、六年級學生共36名為對象,研究山地兒童“生物”概念之理解與應用。在採用二階段個別晤談,分析熟悉物與不熟悉物的生命屬性歸類後,有如下發現:兒童在生物的分類思考上有四種模式:(1)生物(2)非生物(3)動物(4)植物,各年級兒童均以二種以上的組合思考生物屬性,在“生物”及生命的屬性上,「運動」與「生長」最為普遍,然而低年級兒童多以動物屬性指認“生物”,而高年級兒童則多以植物屬性指認生物“此外,兒童在“生物”概念上少用來自個人經驗的屬性,而“活的”概念則相反。在生物的類別階層上,兒童常將樹、草、鳥、魚等視為與“植物”、“動物”同等地位,不知其有隸屬關係。概念之深層與精緻並未有隨年齡升高而發展的現象。對於錯誤概念之來源,生命歸屬與認知發展、語言關係,本研究亦於文中提出討論。
- 英文摘要: This study investigated the understanding and application of the concept "living organism" inaboriginal children. Thirty-six 2nd, 4th,and 6th graders were selected from an aboriginal elementaryschool in Hualien. A structured, clinical interview with two different approaches was designed to assessthe subjects’ ability to classify familiar and unfamiliar objects according to life status, The resultsindicated four forms of classification: (1) living; (2) non-living; (3) animal; (4) botanical. Children inall grades used at least two of them. Movement and growth were the most commonly given attributesof life and "living organisms". Young children relied relatively heavily on attributes true for animalsbut not for plants, whereas older children did the reverse. It was also found that children's conceptsof "living organisms" and "living things" were different. They used individual experience more to attributelife and less to classify as "living organisms". "Human" was seen as living but not considered a "livingorganism". The biological subsets of plants (eg. trees, grasses, flowers) and animals(eg. birds, fish,tigers) were classified as comparable to the set "plant" and "animal",not as subsets of them. Sophisticationof conceptual development was not found to improve with age. Finally, possible sources of misconceptionand the relationship between life attribution, cognitive development and linguistic factors were discussed.
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