• 作者： 林陳涌；徐毓慧
• 作者服務機構： 國立台灣師範大學生物學系
• 中文摘要： 本研究主要以語詞聯想及四格連環漫畫情境探討國一學生對於血糖恆定的先前概念，工具的設計分為兩個部分，首先是以語詞聯想與解釋探討學生對六個相關名詞的了解，即「恆定性」、「血糖」、「內分泌腺」、「荷爾蒙」、「激素」與「糖尿病」。第二部分以四格漫畫探討學生對血糖恆定整體概念。在第一部份的語詞聯想與解釋當中，顯示大部分學生尚未發展出動態平衡的恆定性概念，多呈現靜態平衡相關概念為主。此外，學生對於經驗性或外顯性的名詞（如：糖尿病）有較多的聯想或理解，但對於內在機制名詞（如：恆定性）及關係則較缺乏認識。在第二部分血糖恆定整體概念圖形中，發現學生對血糖恆定性的先前概念主要有四種，具有恆定概念、活動力相關類型、半恆定性型與單一來源型。最後本文提出多項建議提供生物教師於恆定性單元教學前參考。
• 英文摘要： This study investigated grade seven students' preconceptions about homeostasis of blood glucose. All students were from the Taipei area. The instrument used in the study contains two major parts. Part one focused on six related terms, namely, Homeostasis, Blood Glucose, Endocrine Glands, Hormone (transliteration), Hormone (liberal translation), and Diabetes, in which students were asked to freely do word association and to give their own definition for each term. Part two used a series of four cartoon pictures to probe the students' holistic conceptions about homeostasis of blood glucose, in which students were asked to draw the concentration level of blood glucose for the cartoon figure when he appears in four different situations. The data derived from part one revealed the lack of concept of dynamic balance in homeostasis of blood glucose. In addition, students held more association and perception on experiential concepts, while less on the relationship or function of concepts. The students' answers to part one showed that they understood experiential concepts better than relationships or functions. The data also showed that the students did not understand the concept of dynamic equilibrium. The analysis of the data from part two showed four patterns of students' preconceptions. Suggestions on how to teach homeostasis of blood glucose are provided.
• 中文關鍵字： 先前概念；概念分析；血糖恆定
• 英文關鍵字： Preconceptions, Concept Analysis, Homeostasis of Blood Glucose