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吳昭容、徐千惠 兒童如何發現重複樣式 25
Journal of Research in Education Sciences 2010, 55(1), 1-25
How Do Children Find Patterns in Reiteration? Procedural Knowledge and
Conceptual Knowledge in Identifying Repeating Patterns
Chao-Jung Wu Chien-Hui Hsu
Department of Educational Psychology and Counseling, National Taiwan Normal University
Associate Professor
Department of Psychology and Counseling, National Taipei University of Education
Graduate Student
Abstract
Children who explore repeating patterns are able to grasp the regularity in the world and develop algebraic thinking. The authors studied five- to eight-year-old children to investigate how procedural knowledge and conceptual knowledge are used in identifying repeating patterns.
Procedural knowledge comprises setting boundaries, encoding, comparing, and loop of reiteration or revision, and conceptual knowledge includes the principles of restricted and equal-length, among others. The procedural and conceptual knowledge of repeating patterns could be interpreted by a
“procept”. The eight-year-old children could integrate the procedural and conceptual knowledge to find the patterns, but they had accessibility deficiency and adopted the heuristics only occasionally.
The five- and six-year-old children showed evidence of two principles, but some could not integrate the procedural knowledge. Results were applied to the Working Memory Model (Baddeley, 2001) and the ACT* Model (Anderson, 1983).
Keywords: repeating pattern, heuristic, procedural knowledge, conceptual knowledge
Corresponding Author: Chao-Jung Wu, E-mail: cjwu@ntnu.edu.tw
26 兒童如何發現重複樣式 吳昭容、徐千惠