幼兒「滾動」的物理知識探究歷程～以「滾動的遊戲」為例

A Study on the Process of Children's Physics Knowledge about Rolling Based on "Rolling Game"

吳淑美(Shu-Mei Wu) ； 魏淑君(Shu-Chun Wei)

《兒童照顧與教育》 1期 (2012/03) Pp. 59-79

https://doi.org/10.6399/CCE.201203.0059

摘要

本研究的目的在於透過實施與科學領域相關的主題課程，了解幼兒「滾動」物理知識的探究歷程，並分析物理知識教學的方法，做為幼教老師進行科學教育的參考依據。本研究以主題課程「滾動的遊戲」為例，實施課程時間為2010年3月1日至5月7日，幼兒年齡為5－6歲的20名中班幼兒。本研究主要的研究工具為研究者本身，研究方法為課程設計、會議紀錄、省思日誌、課程紀實、家長回應等相關文件，將蒐集到的資料進行分析，彙整出研究發現。研究結果發現幼兒滾動物理知識探究的歷程為知道滾動的原理、認識滾動的由來、瞭解影響物體滾動距離的因素以及設計滾動的路徑，而教師可以透過提問、刻意的引導、提供豐富的探索教具做為科學教育的方法。

關鍵字

幼兒科學教育 ； 物理知識 ； 主題課程

並列摘要

The purpose of this study is that through the implementation the thematic course related to scientific fields to understand children's process of exploring ”rolling” of physics, and to analyze the teaching of physics and science education as a preschool teacher reference. This study was based on a thematic curriculum ”trundle game” for 20 kids aged between 5 and 6 conducted from Mar. 1st to May 7th, 2010. Data collection included lesson plan, meeting records, reflection journey, curriculum documentation, and parental responses. The result indicated that the process for kids' understanding physics knowledge for rolling were being aware of the rolling theory, knowing the origin of trundle, realizing the factors for influencing the distance for rolling objects, and designing the rolling routes. Teachers were able to construct their own principles for science education by means of proposing questions, sophisticating guiding, offering abundant exploring teaching aids.

並列關鍵字

children's physics knowledge ； thematic curriculum