黑滴效應－論證與問題解決的個案研究

Black Drop Effect: A Case Study of Argumentation and Problem Solving

林明良(Ming-Laing Lin) ； 蘇明俊(Ming-Jun Su) ； 江新合(Shing-Ho Chiang)

《物理教育學刊》 10卷1期 (2009/08) Pp. 55-77

https://doi.org/10.6212/CPE.2009.1001.04

摘要

本研究主要在藉由高中學生進行「黑滴效應成因」的專題探究個案，來呈現論證與問題解決的歷程，以作為教師指導專題探究的參考。專題探究小組由二位指導老師與二位高一男生組成，一年後一位學生應家長要求退出。在問題解決的過程中，教師時常運用腦力激盪的策略，以發散思考與收斂思考來引導學生。在解題的策略上則採用登山法，將「為什麼會產生黑滴效應」的問題，分解成「甚麼變因會影響黑滴效應」和「如何影響黑滴效應」，然後以歸納法進行探究活動，再以假設演繹來論證，找出黑滴效應的成因。這個案顯示why改成what和how是成功解題的關鍵。

關鍵字

問題解決 ； 開放式科學探究 ； 黑滴效應 ； 論證

並列摘要

This case study describes Senior high school students' argumentation and problem- solving process during a scientific inquiry about ”What causes the black drop effect”. Its purpose is to provide a reference for teachers whom guide scientific inquiry. The inquiry team consisted of two teachers and two tenth-grader boys, but one boy withdrew one year later. During the process of problem solving, teachers used ”hill climbing” and brainstorming as strategies. The ”why” question was converted into ”what” and ”how” questions. In this case, the question ”why the black drop effect happen” was converted into ”what variables affect the black drop effect” and ”how do the variables affect the black drop effect”. Then, do the inquiry activities through induction, and argument by hypothetic-deduction to find out the explanation for the causes of the black drop effect. This case study shows that the conversion of ”why” into ”what” and ”how” is a key to successful problem-solving.

並列關鍵字

Argumentation ； Black Drop Effect ； Open Scientific Inquiry ； Problem Solving