中文摘要 學生自然科錯誤概念的研究，自1970年代中葉以後，廣受科學教育學者的注意。近十年來的研究報告如雨後春筍般地冒芽茁壯。科學錯誤概念的專題研討會，自1983年起在美國康奈爾大學每兩年舉行一次國際會議，而奠定該研究領域在科學教育上的學術地位。 本論文之目的在提供一文獻探討，綜論自然科錯誤概念的理論，如知識的來源，結構論的學習機制和錯誤概念的名詞介定，以及錯誤概念的診斷方法，並例舉在各自然學科方面學生所具有的錯誤概念。科學教育的目的之一是傳授正確的科學知識，因此補救教學亦將探討。 以認知論的觀點，可將知識分成過程性知識及解釋性知識，前者為一種技巧或知能，後者為一種組體的知識(organized body of knowledge)。有些學者將知識分成源發生(spon-taneous)及後學性(instructional)的知識。亦有學者將科學知識分成直學性(compiled)及形成性(formal)的概念。後學性及形成性的科學知識是經由刻意安排的學習活動而獲得，而源發性及直學性是兒童以自己為中心的想法去解釋自然現象。由於學者對知識形成的價值判斷不同，因此在介定錯誤概念時便應用不同的名詞。如「先前概念」、「兒童科學觀」、「錯誤概念」、「錯誤想法」、「天真的解釋」或「另有架構」、「不同概念」等不一而足。一般而言，以「研究」為出發點的學者偏好沒有對錯價值的名詞，而以「教師、科學家」為出發點的研究，則偏好用「錯誤概念」一詞。 概念的學習理論以架構論為主流。皮亞傑被認為是促使架構論應用於科學教育的第一人。他認為學習的結果是內在和外在「平衡」了。架構論者認為學習是知識的再組合，兒童學習時，以舊有的先前概念為基礎和新得的概念重組、建構、形成新的知識基模。而此學習的原動力是由於學習者對外在的環境產生了一種衝突而引發的。此種重新組構的過程包括了「同化」(assimilation)及「調適」(accommodation)兩個過程。 研究者常用晤談法及紙筆測驗法來診斷學生的錯誤概念。晤談法優於筆試法，因為它能深入瞭解學生解釋自然現象的理由，更進而探索他們的思考模式。筆試法則可用於大樣本的診斷，試題的信度及效度高於晤談法。 經診斷後發現兒童的錯誤概念廣泛的存在於各年齡層的學生中。理化方面研究多於生物地科甚多，其原因可能為物理化學現象的原理原則大多為抽象的，而生物地科則為較具象的原理原則。理化方面已有的研究，如熱與溫度、引力、電、磁、力、光、密度、物質等概念；而生物方面的錯誤概念研究，如「生物」、「遺傳」、「光合作用」；天文地科方面列舉者有「月亮」、「地球」、「四季」等。由這些研究報告中，可看出學生對於自然現象的解釋是主觀的，自我中心的。他們的解釋雖不合科學家的標準，但亦頗有道理及有趣。 學生何以有這些錯誤概念呢？其可能來源可歸納為：(1) 兒童自己的生活經驗和觀察，(2) 親友師長的說法影響他們的判斷，(3) 教科書中不當的描述或插圖，(4) 教師缺乏學科知識，而造成錯誤的教導。 錯誤概念會影響正確科學知識的學習。科學教育的目標之一是培養兒童具有科學素養。是故，錯誤的概念不可忽視。因此，補救教學、導正其錯誤的概念是科學教育者必須努力的方向。許多研究者均指出，有效的教學策略可以改變兒童的錯誤概念。而有效的教學策略應從根本做起，亦即加強師範教育及在職進修，使科學教師具有豐富的教學理論及學科知識。如此，科學教育方能紮根。
Abstract Studies on science conceptions have attracted science educators since Piaget (1929) published his work on The Child's Conception of the World. There has been considerable interest in misconceptions since the 1970's Constructivist theory explains that learning always involves construction of knowledge in the mind of the learner. Children organize, structure, and restructure their experiences in the light of existing schemes of thoughts. A new idea is adopted because there is a conflict between an existing concept and the new idea. Consequently, alternative conception or misconception is replaced by constructing a new concept through assimilation or accommodation. Many science educators have classified the knowledge into certain types which imply their preference of using terms of misconceptions. Among the terms of preconception, children's science, misconception and alternative framework, "misconception" has been the most common one. Preconceptions or children's science are used as children acquire knowledge before any science teaching takes place. Misconceptions are used for a wrong idea or explanation not accepted by scientist, no matter before or after instruction. Alternative framework is used when researchers claimed that mental organization imposed by an individual or sensory input as indicated by regularities. In favor of one term against the others is based on investigator's conscious and intentional decision who try to reflect the different epistemological and conceptional status of these terms, similarities among these terms, and possible exchangeability due to synonymity. The major approaches used to identify misconceptions are interview and multiple-choice testing. The advantage of the interview approach is that it can assess in-deep conception of pupils while the multiple-choice tests are reliable and valid and can be applied to a much larger group. The science misconceptions held by students are reported in various areas among elementary students. The investigation of earth science misconceptions is not extensive as that on physics science. Numerous explanations made by assessed children would lead science educators to put more effort on science teaching. According to the previous studies on students' conceptual change, students' misconceptions can be changed by effective teaching strategies and adequate teaching materials based on the diagnosis and recognition both from those of the teachers and the students. Preservice and inservice teacher training programs should be enhanced for their better science literacy.
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