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國小學生密度概念之概念生態 陳振威老師 台北縣建國國民小學 陳龍川教授 花蓮師範學院國小科學教育研究所 摘 要 本研究主要是藉由密度/浮沈概念教學的教室觀察與訪談，探討學生的概念生態。內容包括：概念生態組成因子、概念生態組成因子間的關連性、密度/浮沈概念以及密度/浮沈概念與概念生態間的關連性。 本研究是以Posner的「概念改變模型」理論為基礎，並且藉由Tyson等人的多向度的詮釋架構，探究學生概念生態組成因子以及各因子間的相關性；也就是從/情意三個向度來探究學生的概念生態。 本研究是針對12位國小六年級學生進行三次訪談（單元教學前、中、後各一次），並於密度單元教學中做教室觀察與錄影。 研究結果顯示，學生的概念生態組成因子是互相關連的，同時學生的概念生態也影響學生對於密度/浮沈概念的學習方式與學習成就；也就是說，學生學習科學的方式會因為他們的概念生態結構的不同而有所差異。因此教師對於學生概念生態的瞭解將有助於科學概念的教學。 關鍵詞：概念改變模型、概念生態、密度概念 A STUDY OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL ECOLOGIES — “DENSITY CONCEPT” AS A EXAMPLE Chen-Wei Chen Cheng Kuo Primary School Long-Chuan Chen Institute for Elementary Science Education National Hualien Teachers College Abstract This study represents an investigation of students’ conceptual ecologies by probing and analyzing the students’ classroom discourses and interview protocols about the concept of density/floating-sinking. This study aims on the components of students’ conceptual ecologies, the inter-relationships between these components, concept of density/ floating-sinking, and the relationships between students’ concept of density/floating-sinking and their conceptual ecologies. For the need of analyzing the students’ conceptual ecologies, a variety of dimensions have to be considered. Therefore this study adapts Posner’s Conceptual Change Model and Tyson’s Multidimensional Interpretive Framework, which includes epistemological, ontological and social/affective dimensions, as the theoretical framework to investigate students’ conceptual ecologies. The research subjects are twelve six-graders. Data collected from three interviews arranged before, during and after the density unit was taught, and videotapes recorded while the unit was proceeding were analyzed. The research findings are stated as below: Eight components of students’ conceptual ecologies are represented. Two relationships between components of students’ conceptual ecologies are found. Six different concepts identified from the research subjects are attr