利用臨床唔談探究國中學生對力學概念的另有架構

Using Clinical Interviews to Probe Junior-hi Students' Alternative Frameworks in Mechanics

楊其安(Chyi-An Yang) ； 郭重吉(Chorng-Jee Guo)

《科學教育》 1期 (1990/09) Pp. 37-59

https://doi.org/10.6767/JSE.199009.0037

摘要

本研究的目的在探究：（一）國中學生在學習牛頓力學前後對力學現象具有的詮釋方式；（二）這些詮繹方式所反應出來的概念架構；（三）這些架構和課本力學概念的差別。
近年來，國內外許多科教研究者法於建構主義知識論的觀點，針對特定學科深入研究學生的想法。這些研究指出學生在力學方面與專家不同的想法有：（一）力是維持物體運動所必需的；（二）物體持續原來的運動方式，直到使它運動的力用完為止；（三）白由落體所受的力與其速度成正比等。
本研究使用事件晤談探究學生對現象的詮釋方式，從而瞭解學生的另有架構；另外輔以事例晤談以瞭解學生於詮釋現象時所用字眼的意義。本研究的實施係先以事件晤談問題對大樣本（427人）進行紙筆測驗並無題分析學生想法後，再就各種可能架構找出一、二位典型學生進行臨床晤談（共11位）。有關臨床晤談的進行係先就紙筆測驗的回答進行深入計論以確定學生的概念架構，再以19張卡片針對某幾個重要字眼進行事例晤談。
由本研究的結果，發現學生對力學的現象有其私人、獨特的詮釋方式，它和課本力學概念架構的主要差別是：學生認為運動必須受力；當受力原因消除，物體的運動會減慢，最後停止。對於重力現象，有些學生存有下則想法：（一）重力和地心引力是不同的兩種力。前者和物體重量有關；後者影響物體下落的速度盛；（二）地心引力和物體與「地面」的距離有關，此距離越大，地心引力越小。

並列摘要

The purpose of this study is to investigate:(l) junior-hi students' interpretations of dynamical phenomena before and after
the instruction of Newtonian mechanics (2) conceptual frameworks reflected from these interpretations (3) differences between these frameworks and those in the textbook.
Recently, many researchers investigated rather intensively the discipline-related conceptions of students from the viewpoint of constructivists' epistemology. These studies showed that students held the following conceptions:(1) force is required to sustain motion, (2) an object will continue moving in its original manner until the initial force that set it in motion is used up, and (3) force is proportional to speed in free fall, etc.
In interview-about-events (I. A. E.) was used in this study to probe students'’ frameworks from their interpretations of certain events. In interview-about-instances (I. A. I.) was followed. Paper-and-pencil test with I. A. E. questions was carried out in advance with 427 students, from whom 11 were selected for interview. The clinical interview started with discussion surrounding I. A. E. questions, which were followed by I. A. I. using 19 cards.
From results of this study, it was concluded that students held personal, idiosyncratic interpretations of dynamical phenomena. The prime difference of students, frameworks from those in the textbook is that many students held the conception that motion implies force. For free fall, some students thought that (1) gravity is different from gravitational force the former involves weight and the latter influences the falling speed; (2) gravitational force increases while the distance between object and the ground decreases.