國中學生電腦模擬單擺建模歷程個案研究

本研究旨在探討國中學生使用電腦模擬單擺建模的歷程，以了解各個階段的建模特性。研究選取四位國中八年級學生進行個案研究。研究基於Justi和Gilbert(2002)的建模架構，修改作為單擺建模分析歷程的原型。研究工具包括抽象和預測變因結果問卷，以及研究者自行發展之電腦模擬單擺軟體，讓學生以電腦模擬進行單擺實驗並由電腦擷取畫面。過程中學生採取放聲思考法，以及接受研究者事後晤談。歸結本研究的結果：(1)個案學生抽象出的變因具有多樣性。(2)預測變因結果與變因解釋，顯示學生具有一些另有概念。(3)建模歷程中個案學生能對預測結果做修正，但不像科學家一樣做周密的思維實驗。(4)在電腦模擬建模的歷程中，個案學生易於檢測變因結果。(5)學生最後能建立正確的模型。(6)歸納學生單擺建模的歷程圖，顯示個案學生建模歷程中實驗變因順序有固定式也有變化的。

關鍵字

心智模型；科學建模；單擺；電腦模擬；模型

並列摘要

This research aims to explore a junior high school students' modeling process with a computer simulated pendulum and to understand students' characteristics of modeling process. The research conducts a case study with four eighth grade junior high school students. The research was based on Justi and Gilbert's (2002) modeling structure, but it was revised as a prototype for experiment analysis. The instruments were composed of the questionnaire of abstracting and predicting variables, as well as the computer simulation pendulum software, which was evaluated in discipline content, media interface and user attitudes. The students conducted a pendulum modeling with a computer simulation experiment and capture the screen of the experiment. The relevant data of research were collected through student thinkings aloud and researcher interviews. The results of this　research were summarized as the following: (1) The students who abstracted the variables were diversity. (2) The students showed alternative concepts of predicting the variables and explaining the results. (3) The students were not as good as scientist, who could reason the results of the experiment during the process of pondering over the experiment, but they could change and revise their prediction. (4) The students in the case study could facilitate tests in the pendulum modeling process with computer simulation. (5) The students could build the correct model. (6) There were reqular changes during the students' modeling processes.