不同模型教學對學童方位概念學習與模型認知之研究

The Effects of Different Model Instructions on Position Concepts Learning and Understanding of Models of Primary School Students

方位概念是許多學習領域的核心概念，影響眾多進階概念的學習。本研究運用模型教學理論進行方位概念的教學設計，並開發出國小學生方位概念學習的評測工具，運用模型認知量表，探討兒童方位概念的學習及對模型認知的情況。依準實驗設計，選取國小六年級6個班級142名學童，隨機分配於三種不同的模型教學組之中，進行實驗教學及前後測，以前測為共變項進行ANCOVA統計分析，了解教學對於學生方位概念及對模型認知的影響。結果顯示，在方位概念成就測驗中，尺度組優於模擬組，而模擬組優於圖示組（p<.05）；在對模型認知測驗中，模擬組優於尺度組，而尺度組優於圖示組（p<.05）。

The roles of position concepts are the core concepts in many curriculums and affect the learning for many further concepts. The instruction in this study was based in mental model building theory. The purpose of the study is to inquire students’ learning of position concepts and understanding of models in science by developing the position conceptions test and the instrument of students’ understanding of models in science. 142 students in six classes were chosen and divided into three groups. This study applies one-way ANCOVA to do data analysis for understanding the change of student’s position concepts and understanding of models in science. Interview was used to confer the student’s concepts further. Results of the position conceptions test indicated that the score of scale model group is significantly greater than the simulations model group and the simulations model group is significantly greater than the maps group（p<.05）.