多媒體數位環境中科學概念建構之認知動態歷程：心智架構之表徵間聯結、轉換與整合

Abstract

許多研究指出因科學概念的本質是微觀、抽象、動態的，而造成學 生學習的困難。依據研究者過去的研究 (She, 2004a, 2004b)提出若提供 給學生的的心智架構 (mental set)，若能針對概念本質的關鍵特質，則 將可協助學生建構較完整的概念。而研究者認為有必要針對不同本質科 學概念探討多重表徵對於心智模式的呈現的影響。學生是如何處理多重 表徵訊息促進概念建構？學生究竟是如何經由所提供的最佳化心智架 構之表徵間聯結、轉換、 整合，進而建構概念？同時深入研究心智架 構之表徵間聯結、轉換與整合的動態認知歷程與機制？除此之外，究竟 在互動動態歷程中，學生如何相信該心智架構，進而形成自己的科學概 念。是以未來三年的計畫將朝下列的方向進行研究。 第一年：完成開發可以協助學生建構心智架構的多媒體學習內容和 數位環境建置，協助學生建構科學概念。針對不同本質的科學概念的關 鍵特質設計發展可協助學生建構概念之心智架構。深入探討多重表徵對 不同本質科學概念之心智架構建立的訊息處理模式與學習成效。 第二年：正式運用已發展完成之一系列心智架構搭配多重表徵方式 呈現的數位學習內容，正式用於國高中理化、生物學習，藉以找出最佳 化多重表徵呈現的心智架構。更進一步用於學生的學習，同時輔以眼動 儀探討最佳化心智架構之表徵間聯結、轉換、 整合的動態認知歷程對 不同本質科學概念的影響，期望深入理解其機制。 第三年：深入探討何以有些學生能夠經由最佳化心智架構學習模 組，進而建構完整的科學概念，而有些不能。期望運用眼動儀探討其心 智架構之表徵間聯結、轉換、連結動態認知歷程，得以瞭解其機制。除 此之外，將深入探討學生科學概念的建構與學生信念之間的關係。 相信此研究的結果，可以提供不同本質科學概念之心智架構在多重 表徵組合下的訊息處理模式，與心智架構的表徵間之表徵互動、轉換、 整合認知動態歷程，信念與科學概念的關係等。使我們對於科學概念建 構的動態認知歷程與機制能有深入的理解，更有助於未來科學教學該如 何針對不同本質科學概念提供學生最佳化的心智架構，促進科學學習。

Many studies have indicated that concept with the nature of invisible, abstract, and dynamic is difficult for students to construct. The author’s previous researches (She, 2004a, b) have provided students with mental sets according to the nature of science conceptions which would lead to successful concept construction. The author feels the needs to investigate the dynamic cognitive process involving the concept construction regarding to the different nature of science conceptions. Specifically, how students construct invisible, abstract, and dynamic conceptions while presenting the mental sets in different multiple representations. How would students interact with representations of mental sets (connect invisible and concrete models, transform and integrate 2D to 3D spatial model, translate from static to dynamic model, etc.) to construct their scientific conceptions? How would students develop their beliefs through interacting with mental sets? Therefore, this project would hope to explore the dynamic cognitive process regarding the mechanism of scientific concept construction. The guideline for the following three years would be: First year: develop a web-based multimedia leaning platform and a series of mental sets construction learning modules, according to the core characteristics of various natures of scientific conceptions, to facilitate students’ scientific concept construction. Specifically develop a series of mental sets learning modules with six different multiple representation combinations. It is to explore the impact of multiple representations on students’ concept construction and its information process. Second year: formally implement web-based mental sets learning modules in one of multiple representation combination at high or middle school. The best multiple representation combination with mental set learning modules would be generated from above studies. Employ the best mental set learning module to explore the interaction among mental sets’ representations with the support of eye movement. Third year: Explore the cognitive dynamic process of connection, translation, and integration among mental sets’ representation. Investigate why some of the students are able to construct scientific conceptions completely through interacting with the best mental sets’ representations? Moreover, it is hoping to explore the relationships between the construction of scientific conceptions and students beliefs. It is believed that the result of this study would provide better understanding regarding to the information process of concept construction while presenting the mental sets in different multiple representations. It also would provide us in-depth understanding about the dynamic cognitive process of connection, translation, and integration among mental sets’ representation. It is hoping to promote students’ scientific concept construction involving the nature of invisible, abstract and dynamic throughout the study.