[[alternative]]A model of conceptual learning for distillation technique

[[abstract]]本論文研究大學階段的蒸餾實驗技能之概念學習模式, 其研究目 的為發展蒸餾實驗技能的概念學習模式, 促使學生能達成蒸餾實驗技 能的概念學習。本研究根據認知學習與發展理論及逐步學習理論提出 化學實驗技能學習階層理論, 設計蒸餾實驗技能概念學習的教導/評量 模式, 完成發展出此技能概念學習的教學資料、評量工具和由實際活 動決定出本教導/評量模式的有效性。 本研究以國立臺灣師範大學化學系二年級甲班修習有機化學實驗 的學生為對象, 進行蒸餾實驗技能概念學習之教學與評量, 得到下列 成果: 1. 完成蒸餾實驗技能內容分析, 訂出蒸餾實驗技能之實驗步驟、 工作流程圖、鑑別性屬性、可變性屬性、統轄技能、同等技能、次屬 技能、先備技能、待修技能以及蒸餾技能在化學實驗技能中的相對位 置和階層關係。行為分析定出蒸餾實驗技能各學習達成階層的行為表 現。 教導/評量分析定出各學習階層的教導實驗活動, 訂出蒸餾實驗 技能各學習達成階層的能力, 作為教學的目標和評量的基準。因此對 於蒸餾實驗技能有客觀的評量基準, 可以指出學生錯在何處、為什麼 犯錯, 而得以進行補救教學。 2. 設計與編輯完成蒸餾實驗技能各階層的教學資料, 包括詳述 教材、過程概念教材、蒸餾技能示範錄影帶、工作指引, 研究結果顯 示這些教學資料確實有助於使學生產生有效學習。 4. 設計出的教導模式/評量策略, 能使學生能在蒸餾實驗之決定 步驟做出適當決定, 產生學習遷移, 活用蒸餾實驗技能在新遇到的情 境之中, 達到概念學習。 5. 訂出蒸餾實驗技能的學習成就與科學過程技能、科學概念成 就之間的相關程度。結果顯示它們之間有高的一致性。 6. 開發教室資訊系統, 用於教學與評量。 7. 設計完成蒸餾實驗技能基準參照評量工具, 並定出其具有滿 意的信度和效度。 This study presents a model of instruction and assessment for conceptual learning of distillation technique at university level. Instructional materials and strategies were developed and organized to guide students toward developing ability of simultaneously using the technique, intellectual inquiry skills , and subject matter knowledge to solve chemistry problems new to them, i.e., achieving learning transfer. The instructional materials and assessment instruments were developed on the basis of specific instructional and assessment criteria that arose from content analysis and instruction/evaluation analysis. The model involved (A) direct instruction strategies involving frequent structures questioning, consistent feedback, extensive practice, and group discussion, and (B) a classroom information system for promoting student's self-generated motivation, self- confirmation, self-reinforcement, and self-correction. The efficiency of the model and the validity of the assessment instrument were observed in (1) the facts that above 82% of the students passed the criteria for conceptual learning of distillation; (2) progress of learning indicated by increments in the average passing rates from pre-test to post-test 1 to post-test 2; and (3) strong positive correlations of the actual results of experimental technique performances with test results on (a) experimental skills, (b) the science-process skills, and (c) the subject-matter knowledge. These strong correlations and the application of S-P chart analysis were used to validate the criterion-referenced measurement instruments of the distillation tecnhique. This study presents a model of instruction and assessment