幼兒熱概念科學活動的設計與評估

A Study of Young Children’s Heat Concept Science Activity Design and Assessment

本研究首先建立專家熱概念圖，據此將熱相關概念分為「溫度」、「天氣」、「加熱影響」、「三態變化」、「熱的來源」及「傳播方式」等六個類別，並依此特性設計了「神奇的冰塊」、「幫我穿衣服」、「天下第一味」、「冷暖自知」及「轉轉蛇」等五項幼兒熱概念主題科學活動。以立意取樣方式選取屏東縣某市區托兒所（A）63位幼兒及某鄉鎮托兒所（B）60位幼兒進行研究，並自A找出7位、B找出6位幼兒進行個別晤談。研究發現（一）市區托兒所幼兒在熱概念科學活動表現與科學態度評量上均高於鄉鎮托兒所幼兒，且均達顯著差異。大班與中班幼兒在熱概念科學活動表現上均高於小班幼兒，但大班與中班幼兒熱概念科學活動表現並未達顯著差異。（二）小班幼兒除本身對於熱概念理解能力不及大班及中班幼兒外，尚有表達能力上的困難，因此小班幼兒熱概念教學設計可以觀察體驗為主；中班的教學設計可擴大至動手操作；而大班的教學設計則可加入問題解決導向的情境設計活動。（三）幼兒對於熱的概念多來自其生活經驗，經適切引導幼兒也能對現場狀況做出判斷與反應；但幼兒背景經驗不足，對熱容易產生另有概念，在進行學習活動時，教師應耐心引導幼兒形成適宜概念，奠定日後相關科學概念學習基礎。

In this study we proposed an expert’s heat concept map, and there were six sub-concepts of heat: temperature, weather, heating effect, state change, heat source, and heat transmission. Based on conceptual characteristics, we developed five heat concept science activities, they were: magic ice, the clothes, best flavor, cold and warm, and rolling snake. We used purposive sampling to select 63 young children from Pingtung City (A) and 60 young children from nearby town (B), then we chose 7 from group A and 6 from group B for individual interviews. The major findings were the following: (1) The performance of A in science activities and science attitudes were better than B, and there was significant difference. The children at kindergarten and pre-kindergarten (pre-K) performed better than children at pre-school in science activities. However, there was no difference in performance between kindergarten and pre-K. (2) The children at pre-school demonstrated less knowledge of the heat concept than the children at kindergarten and pre-K classes, they also had difficulties with verbal expression. (3) Young children learned the heat concept from their living experiences, they were prone to develop alternative conception about heat.