學生對「開花植物生長與發育」概念之瞭解

Students' Understanding of Flowering Plants Growth and Development

本研究主要目的是探討學生對開花植物生長發育概念之學習發展情形。研究者邀集中小學自然科教師四人組成研究小組研擬晤談工具，經學科專家效化概念命題內容與晤談工具後，對國小四、六年級、國一、高一學生各三十人共一百二十名進行個別晤談以收集相關資料。經過分類與統計數量發現，開花植物生長發育的相關概念中有些部分會隨學生學習而成長，如：生活史各階段器官的生長與變化、繁殖、光合作用製造生長所需養分，種子行呼吸作用、向性等。有些另有概念則普遍存在在不同年級學生想法中，例如發育等同於生長，忽略花、果實、種子的變化，生命週期線性非循環的改變，土壤能提供植物生長發育及剛萌芽時所需之養分，植物因為需要進行光合作用而朝向陽光的方向生長等。而六年級學生在無性生殖以及果實與種子的來源部分表現較其他年段學生好，可能原因是學生在五年級學過類似的單元。大體上，所有學生對生長與發育現象的機制之瞭解相當有限。上述另有概念值得進一步探討其成因，並為科學教師教學及教材編纂者編緝教材之參考。

The purpose of this study was to investigate students' understanding of flowering plants growth and development. The research group developed an interview guideline that was validated by four biologists. Individual interview, guided by the guideline, was used to collect 120 grade 4, 6, 7, and 10 students (30 students from each grade) views on flowering plants growth and development. Group response percentage frequencies for the interviews were reported. Students' understanding on life cycle, reproduction, plant nutrition, seed respiration, and tropism increased as they progressed through the junior and senior high school. However, there were some alternative conceptions among four groups. For example, development was synonymous to growth, only root, stem, and leaf would grow, life cycle was linear, plants got food from soil, and tropism was an outcome of trapping sunlight for photosynthesis. Sixth grade students performed better on flowering plant asexually reproduction and origin of fruit and seed than other graders. This better performance of sixth graders seemed result from the exposure to similar textbook information at fifth grade. In general, all students understood little on mechanism of flowering plants growth and development. The result could be the base for further exploration on origins of student alternative conceptions and could contribute to science teaching and science material developing.