。國立臺灣師範大學科學教育研究所碩

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104

參考文獻中文參考文獻

全中平(民 82)。國民小學五年級學生對力與運動概念之分析研究。行政院國家科學委員會專題研究計畫成果報告，NSC81-0111-S152-502-N。

吳怡嫺(民 96)。

跨年級學生氣體心智模式演變歷程之探究與分析

。國立臺灣師範大學科學教育研究所碩

士論文。未出版。台北市。

邱美虹（民 89）。概念改變研究的省思與啟示。科學教育學刊，8（1），1-34。

董正玲、郭重吉（民 81）。探究國小兒童運動與力概念的另有架構。科學教育，93-121。葛

樹人（民 80）。心理測驗學。台北：桂冠。

英文文獻

Aguirre, J. & Erickson, G. (1984). Students’ conceptions about the vector characteristics of three physics concepts. Journal of Research in Science Teaching, 21(5), 439-457

Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Implications for learning and discovery in sciences. In R.Giere (Ed.), Cognitive models of science:Minnesota studies in the philosophy of science (pp.129-186). Minneapolis: University of Minnesota Press.

Carey, S. (1999). Sources of conceptual change. In E. K.Scholnick, K. Nelson, & P. Miller (Eds.), Conceptualdevelopment: Piaget’s legacy (pp. 293-326). Mahwah, NJ:Lawrence Erlbaum

Associates.

Clark, D. B. (2006). Longitudinal conceptual change instudents' understanding of thermal equilibrium: An examination of the process of conceptual restructuring.Cognition and Instruction, 24(4), 467-563.

Chiu, M.H. (2008, March).Research And Instruction-Based/Oriented Work (RAINBOW) for

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105

conceptual Change in Science Learning – An Example of Students’ Understanding of as Particles. Paper present at the NARST 2008, March 29 – April 2, Baltimore, U.S.A.

Clement, J. (1982). Students’ preconceptions in introductory physics. American Journal of Physics, 50, 66-70

diSessa, A. (1988) Knowledge in pieces. In G. Forman and P. Pufall (eds) Constructivism in The Computer Age (pp. 49-70). Hillsdale, NJ: Erlbaum

diSessa, A. (1993) Toward an epistemology of physics. Cognition and Instruction, 10(2 &

3),105-225

diSessa, A.A., Elby, A., & Hammer, D. (2002). J’sepistemological stance and strategies. In G.

Sinatra and Pintrich (Eds.), Intentional conceptual change (238-290).Mahwah, NJ: Lawrence Erlbaum Associates.

Driver, P. (1985). Children's Ideas in Science. Buckingham: Open

Enderstein, L. G., & Spargo, P. E. (1996) Beliefs regarding force and motion: a longitudinal and cross-cultural study of South African school pupils. International Journal of Science Education, 18(4), 479-492

Gunstone, R., & Watts, M., (1985). Force and motion.ln R. Driver, E. Guesene and A. Tİberghİen (eds), Children's ideas In Science. Philadelphia: Milton Keynes, Open University Pres

Gunstone, R.F., & White, R. (1981). Understanding of gravity. Science Education, 65, 291-299.

Halloun, I. A., & Hestenes, D (1985). The initial knowledge state of college physics students. Am. J.

Phys. 53, 1043–1055; Common sense concepts about motion. ibid. 1056–1065

Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force Concept Inventory Phys. Teach. 30 141–58

Hestenes, D.(1992).modeling games in the Newtonia world. American journal of physics, 60,732-748.

McCloskey , M. (1983). Naïve theory of motion. In Gentner , D. & Stevens, A. L. (Eds):Mental

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106

Models .299-324.N. J. Hillsdale: Lawrence Erlbaum Associates.

Mcdermott, L. C. (1984) Research on conceptual understanding in mechanics. Physics Today, July, 24-32.

Posner, J., Strike, K., Hewson, P., & Gertzog, W.（1982）. Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227

Sjoberg, S., & Lie, S. (1981) Ideas About Force and Movement Among Norwegian Pupils and Students. Report 81-11, Institute of Physics, University of Oslo.

Terry, C., & Jones, G. (1986). Alternative frameworks: Newton's third law and conceptual change.

European Journal of Science Education , 8, 291-298.

Thagard, P. (1992). Conceptual Revolutions. Princeton, NJ: Princeton University Press.

Thijs, G. (1992). Evaluation of an Introductory Course on “Force” Considering Students’

Preconceptions. Science Education, 76(2), 155-174.

Trembath, R. J. (1984). Detecting and classifying the origins of science misconceptions. In: C.J.

Bethal (Ed.), Research curriculum development in science education. 4: Curriculum evaluation, classroom methodology and theoretical model. monograph. Dalax: The University

of Texas Centenial Science Education Centre.

Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-85.

Vosniadou, S.(2002). On the nature of naïve physics. In M. Limon ＆ L.Mason(Eds.), Reconsideringconceptual change. Issues in theory and practice. Netherlands ： Kluwer Academic Publishers, 61-76.

Watts, D. M., & Zylberstajn, A. (1981) A survey of some children's ideas about force. Physics

Education, 16, 360-365.

。國立臺灣師範大學科學教育研究所碩

參考文獻 中文參考文獻

全中平(民 82)。國民小學五年級學生對力與運動概念之分析研究。行政院國家科學委員會專 題研究計畫成果報告，NSC81-0111-S152-502-N。

吳怡嫺(民 96)。

。國立臺灣師範大學科學教育研究所碩

士論文。未出版。台北市。

邱美虹（民 89）。概念改變研究的省思與啟示。科學教育學刊，8（1），1-34。

董正玲、郭重吉（民 81） 。探究國小兒童運動與力概念的另有架構。科學教育，93-121。 葛

樹人（民 80）。心理測驗學。台北：桂冠。

英文文獻

Aguirre, J. & Erickson, G. (1984). Students’ conceptions about the vector characteristics of three physics concepts. Journal of Research in Science Teaching, 21(5), 439-457

Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Implications for learning and discovery in sciences. In R.Giere (Ed.), Cognitive models of science:Minnesota studies in the philosophy of science (pp.129-186). Minneapolis: University of Minnesota Press.

Carey, S. (1999). Sources of conceptual change. In E. K.Scholnick, K. Nelson, & P. Miller (Eds.), Conceptualdevelopment: Piaget’s legacy (pp. 293-326). Mahwah, NJ:Lawrence Erlbaum

Associates.

Clark, D. B. (2006). Longitudinal conceptual change instudents' understanding of thermal equilibrium: An examination of the process of conceptual restructuring.Cognition and Instruction, 24(4), 467-563.

Chiu, M.H. (2008, March).Research And Instruction-Based/Oriented Work (RAINBOW) for

conceptual Change in Science Learning – An Example of Students’ Understanding of as Particles. Paper present at the NARST 2008, March 29 – April 2, Baltimore, U.S.A.

Clement, J. (1982). Students’ preconceptions in introductory physics. American Journal of Physics, 50, 66-70

diSessa, A. (1988) Knowledge in pieces. In G. Forman and P. Pufall (eds) Constructivism in The Computer Age (pp. 49-70). Hillsdale, NJ: Erlbaum

diSessa, A. (1993) Toward an epistemology of physics. Cognition and Instruction, 10(2 &

3),105-225

diSessa, A.A., Elby, A., & Hammer, D. (2002). J’sepistemological stance and strategies. In G.

Sinatra and Pintrich (Eds.), Intentional conceptual change (238-290).Mahwah, NJ: Lawrence Erlbaum Associates.

Driver, P. (1985). Children's Ideas in Science. Buckingham: Open

Enderstein, L. G., & Spargo, P. E. (1996) Beliefs regarding force and motion: a longitudinal and cross-cultural study of South African school pupils. International Journal of Science Education, 18(4), 479-492

Gunstone, R., & Watts, M., (1985). Force and motion.ln R. Driver, E. Guesene and A. Tİberghİen (eds), Children's ideas In Science. Philadelphia: Milton Keynes, Open University Pres

Gunstone, R.F., & White, R. (1981). Understanding of gravity. Science Education, 65, 291-299.

Halloun, I. A., & Hestenes, D (1985). The initial knowledge state of college physics students. Am. J.

Phys. 53, 1043–1055; Common sense concepts about motion. ibid. 1056–1065

Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force Concept Inventory Phys. Teach. 30 141–58

Hestenes, D.(1992).modeling games in the Newtonia world. American journal of physics, 60,732-748.

McCloskey , M. (1983). Naïve theory of motion. In Gentner , D. & Stevens, A. L. (Eds):Mental

Models .299-324.N. J. Hillsdale: Lawrence Erlbaum Associates.

Mcdermott, L. C. (1984) Research on conceptual understanding in mechanics. Physics Today, July, 24-32.

Posner, J., Strike, K., Hewson, P., & Gertzog, W.（1982）. Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227

Sjoberg, S., & Lie, S. (1981) Ideas About Force and Movement Among Norwegian Pupils and Students. Report 81-11, Institute of Physics, University of Oslo.

Terry, C., & Jones, G. (1986). Alternative frameworks: Newton's third law and conceptual change.

European Journal of Science Education , 8, 291-298.

Thagard, P. (1992). Conceptual Revolutions. Princeton, NJ: Princeton University Press.

Thijs, G. (1992). Evaluation of an Introductory Course on “Force” Considering Students’

Preconceptions. Science Education, 76(2), 155-174.

Trembath, R. J. (1984). Detecting and classifying the origins of science misconceptions. In: C.J.

Bethal (Ed.), Research curriculum development in science education. 4: Curriculum evaluation, classroom methodology and theoretical model. monograph. Dalax: The University

of Texas Centenial Science Education Centre.

Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-85.

Vosniadou, S.(2002). On the nature of naïve physics. In M. Limon ＆ L.Mason(Eds.), Reconsideringconceptual change. Issues in theory and practice. Netherlands ： Kluwer Academic Publishers, 61-76.

Watts, D. M., & Zylberstajn, A. (1981) A survey of some children's ideas about force. Physics

Education, 16, 360-365.

參考文獻中文參考文獻

全中平(民 82)。國民小學五年級學生對力與運動概念之分析研究。行政院國家科學委員會專題研究計畫成果報告，NSC81-0111-S152-502-N。

董正玲、郭重吉（民 81）。探究國小兒童運動與力概念的另有架構。科學教育，93-121。葛