• 作者： 洪振方、莊敏雄、宋國城 (通訊作者：莊敏雄)
• 作者服務機構： 國立高雄師範大學科學教育研究所; 清雲科技大學 空間資訊與防災科技研究所
• 中文摘要： 本研究在探討不同建模教學對學童的模型認知及地質概念理解的影響。採準實驗設計，研究對象為小六三個班級，分別為「建模序列教學組」(35人)、「模型製作教學組」(35人)、「圖像模型教學組」(34人)，進行六週的地質概念教學。在教學前、後施以模型認知量表(信度值Cronbach’s α為 .85)及地質概念理解測驗(信度值Cronbach’s α為 .83，試題平均難度為 .45，各題鑑別度皆在 .25以上)，以前測為共變項進行ANCOVA分析。其次，以學童在教學前、後繪製的地層結構模型做分析，以比較三組學童使用模型的能力。研究發現，在模型認知和地質概念理解的表現，「建模序列教學組」>「模型製作教學組」>「圖像模型教學組」(p < .050)；在使用模型的能力上，「建模序列教學組」的表現優於其他兩組。
• 英文摘要： This study aimed to investigate the effect of modeling instructions on understanding of models and geologic conceptions of primary school students using a quasi-experimental design. A six-week geologic conception teaching sequence was conducted in three classes of sixth grade students. The classes were subjected to different modeling instructional approaches and were entitled: Modeling Sequences (Guiding students to construct models through teacher-student discussion), Model Making (Guiding students to construct models using teacher demonstration of model making) and Graphical Models (Guiding students to draw models through teacher illustration of graphic models). Pre- and post-teaching assessment was implemented using the SUMS (with a Cronbach’s α value of .85) and a Geologic Conception Test (with a Cronbach’s α value of .83, an average item difficulty of .45, and a discriminant validity of each question higher than .25). The pre-test data were used as the covariate for ANCOVA. The pre- and post-teaching ground plane structure models drawn by the students were used to analyze their model-using ability. The findings revealed that for understanding of models and for geologic conceptions, Modeling Sequence had the highest score, followed by Model Making and then Graphical Models (p < .050), and that Modeling Sequence had the best score for model-using ability.
• 中文關鍵字： 地質概念理解、建模教學、模型認知
• 英文關鍵字： Geologic Conceptions, Modeling Instruction, Understanding of Mod