大學物理實驗課程現況研究－學生觀點之相關性

訓練學生的實驗技能、培養學生探究的能力，進而理解科學的本質為物理實驗課程的教學目標。為探討國內物理教育實施現況，本次研究透過大學部物理系實驗課後的報告，加上與台灣某大學物理系學生的訪談，以瞭解物理實驗課程中學生的學習經驗，以學生經驗的觀點探討國內基礎物理實驗課程的現況。在本研究中看出，目前的課程設計與教學方式較無法激發出學生對於實驗設計的思考，僅注重儀器使用及技術操作，亦缺乏培養獨立思考解釋數據的能力。同時學生在進行數據分析時，由於確認偏誤，為了使得實驗結果看起來更接近公認值，而選擇性的刪減偏離較大的數據、忽略數據背後所代表的意義。在比對物理實驗報告與訪談結果後，我們發現目前大學物理實驗課程設計，對於探究能力的培養，仍有相當大的差距，為此，我們綜合研究成果，提出相關的建議供研究者與教育人員參考。

關鍵字

物理實驗；探究能力；物理教學；確認偏誤

並列摘要

The target of the college physics laboratory course is to train students’ experimental skill and also to improve students’ ability of inquiry, and then to comprehend the nature of science. In this study, we adopt the document analysis and interview and to college students to explore the current situation of the college physics laboratory courses. We found that within the traditional mode of teaching, students have only practiced experimental skills but didn’t learn how to design and improve the experiments, analyze data and predict results. Furthermore, current teaching methods may incline students to embrace confirmation bias. That is, students intend to manipulate partial data to fit the theoretical values, or ignore the meaning inherent to data and evidence so that they often attribute the errors on experimental fault. Finally, through the examination of the development of the physics laboratory courses, we found that our teaching methods are unable to cultivate the inquiry abilities because students do not build the good learning attitudes. Therefore, we propose some suggestions to researchers and educators for the future study or education.