- 期刊
探究與實作初探－以菜瓜布海綿的最大靜摩擦力測量為何
A Preliminary Study of Scientific Inquiry with Implementation -By Measuring The Maximum of Static Friction Between a Scrub Sponge and a Cutting Mat
摘要
探究與實作將要在107課綱上路後實施，探究與實作對大部分的老師來說是全然陌生的課程，若求順利實施則必須先掌握其中的要點。作者因緣際會下，有機會在任教學校試作課程。全班36位學生每組4人，分為9組，實施後發現：各組皆有能力皆完成了定性的摩擦力探究，發現看似較平整的海綿面和較粗糙的菜瓜布面，在其他條件相同的情況下，海綿面的最大靜摩擦力較大。而有2組學生繼續進行了進階的量化探究。其中一組發現最大靜摩擦力的大小隨正向力的增加而變大，顯示一、相同條件下，海綿面的最大靜摩擦係數大於菜瓜布面。二、若將正向力大小對應二接觸表面的接觸緊密程度，則無論是菜瓜布或海綿的實驗結果，皆顯示最大靜摩擦力和接觸的緊密程度正相關。另一組發現菜瓜布面之施力方向和水平方向的夾角θ與最大靜摩擦力量值f_s的關係為：f_s= 0.0275θ^2-4.3037θ+ 184.42；海綿面之施力方向和水平方向的夾角與最大靜摩擦力量值f_s的關係 為：f_s= -0.0009θ^3 + 0.1561θ^2 - 8.9069θ+186.48，其中的物理意義有待進一步考究。因為探究與實作是一門新的課程，在試作時，老師和學生各遭遇了幾點困難，多數學生不具備科學探究能力以及研究方法的概念與操作技能，故可能需要額外設計教學活動，讓學生有機會練習科學探究的歷程或是研究方法。在探究與實作的課堂上，老師要即時給予學生引導、回饋。若僅以講述的方式，介紹科學探究和研究方法，學生恐怕還是難以理解科學如何探究。
並列摘要
Scientific Inquiry with Implementation will be bring into practice when the 107 curriculum guidelines are bringing into force. Scientific Inquiry with Implementation for most of the teachers is a completely unfamiliar course. If a teacher who teaches science want to run it smoothly, he/she must catches the main points at first. Occasionally, the author once had an opportunity to try to teach scientific inquiry with implementation in the school where the author works. During the Scientific Inquiry with Implementation course, the author divided his 36 students into 9 groups. There were 4 students in each group. After teaching, he found that all of the groups completed qualitative inquiry of friction. But only 2 groups of students continued to carry out advanced quantitative inquiry. Students showed that they were able to learn something difficult (the mathematics which beyond their level) for specific purposes (to analysis). In addition, the author also found that the Scientific Inquiry with Implementation course which involved with ＂Making announcement in public＂ and ＂task fulfilling＂ had made a positive impact on students' attitudes and emotions of learning. Scientific Inquiry with Implementation requires observing and self-examing. On the other side, the teachers need materials which are suitable for being the theme of the course, the questions for inquiry, and the experience of proceeding Scientific Inquiry with Implementation. To proceed Scientific Inquiry with Implementation may encounter several difficulties: First, if the number of students is too large, the teacher will not only be able to guide all of the students, but also may not be able to evaluate the students comprehensively and particularly. Second, the majority of the students do not have the abilities to proceed scientific inquiry. Also, they are short of the knowledge of research methods and operational skills. They need teachers to plan additional activities for practicing the process of scientific inquiry or research methods. For the experienceless students, it is difficult to understand how to do scientific inquiry by seeing words instead of practicing. Although the difficulties of proceeding Scientific Inquiry with Implementation have not been overcome yet. But the author is still looking forward to see the three ideals of the new curriculum guidelines:＂voluntary＂, ＂interacting＂ and ＂sharing advantages＂ taking place in the Scientific Inquiry with Implementation course.