運用不同電子元件教學探討電流方向心智模型之改變－以四年級學生補救教學為例

Using Electronic Devices with Different Characteristics to Change the Mental Model of Electric Current Direction-Taking Fourth Graders' Remedial Instruction as an Example

楊志強(Chih-Chiang Yang) ； 洪振方(Jeng-Fung Hung) ； 林日宗(Jih-Tsung Lin)

《課程與教學》 18卷2期 (2015/04) Pp. 169-200

https://doi.org/10.6384/CIQ.201504_18(2).0007

摘要

本研究主要運用不同特性之電子元件，探討電流方向心智模型建立之補救教學成效。藉由電流模型的評測工具以及晤談診斷，確定91位四年級國小學生的心智模型類別後，選出18位補救教學對象，隨機分成三組，提供學生不同性質的電子元件，包括傳統燈泡、馬達、LED燈泡，透過實際操作的過程以及類比說明的方式，引導學生建立電流方向心智模型。以卡方檢定分析三組學生的學習成效差異，結果顯示LED燈泡組以及馬達組的效果優於傳統燈泡組，研究者推論是由於LED及馬達的電子元件特性，可以顯現出電流的方向性，進而提升學生對於電流方向性的理解。最後，本研究提出對電流心智模型教學的反思及建議。

關鍵字

補救教學 ； 電流方向 ； 心智模型

並列摘要

The purpose of this study was to investigate the progress and effects of remedial instruction of mental model built by electric current direction through the use of different electronic devices. 91 4th graders participated in a diagnostic instrument and later were asked about the electric current direction. Then 18 of them were assigned randomly into three groups for a remedial instruction. The three groups were offered with electronic devices with different characteristics. For the mental model built by electric current direction, students were encouraged to operate the objects with analogy illustrated. The results showed that the performances of the LED group and the motor group were better than the traditional group. This could be that the characteristics of the LED and motor show better for the electric current direction which promotes a clear understanding for students about the electric current direction. A further review and some suggestions are also addressed.

並列關鍵字

remedial instruction ； electric current direction ； mental model

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