• 作者： 周啟; 洪木利
• 作者服務機構： 國立中山大學物理系; 國立高雄師範大學物理系
• 中文摘要： 本研究之目的在瞭解我國學生對時間與空間概念發展之現況，樣本以台灣南部八縣市各地區小學三年級至國中二年級（八年級）之全體學生為範圍，用隨機取樣中集體取樣法獲得樣本7122人。 資料之蒐集沿用洪木利教授發展之「實象預測法」（Demonstration－lead－to－prediction Test）為之。 量測工具為本研究自行發展，經專家效度、建構校度及重測信度確定其概念範圍之適當性及樣本群體之穩定性。 研究結果發現，我國學生時間與空間概念可分為五個發展階段。而此概念的發展有隨年級增加之趨勢，科學概念成熟分數（CMS）亦隨年級俱增，CMS百分等級常模成常態分佈。各年級學生時空概念發展之狀況與學生之背景（父教、父職、母教、母職、地區及CMS）有顯著關係。本研究依此發展特性，提出建議性之授課時間表。
• 英文摘要： The study focused on understanding the present conditions of the conceptual developmentsof time and space of the students in our country. The populations of this study were the studentsfrom the third grade of primary schools up to the second grade of junior high schools amongthe eight cities and counties in southern Taiwan. We used the method of group samplingchoosing randomly two percent of students to get a total amount of 7122 samples. The method of data collection herein adopted the method of Demonstration-lead-to-predictiontest that, hereafter, was abbreviated as DLPT. We developed a rating tool. Its validity of the range of conceptual contents and the groupstability of the samples were tested by evaluating the specialist's validity, constructs validity, andtest-retest stability. It was found that: (1) the development of the concept of time and space of students in ourcountry was getting more comprehensive as their ages increased; (2) students’science conceptualmaturity score (CMS) (Hung, 1991) was also increasing with their ages; (3) time and space con-cepts could be classified into five conceptual development stages; (4) time schedule for teaching theconcepts of time and space had been suggested; (5) the norm of CMS was of normal distribution;(6) the time and space coneptual developments of students in each grade had something to dowith students’backgrounds (such as the occupation and the education of their parents, the livingregions, and student's CMS, etc.).
• 中文關鍵字： time and space; conceptual development; cognitive development; norm
• 英文關鍵字： --