主題式演示探討磁學概念之學習困難

本研究主旨為，探討學生在磁學概念之學習困難，包含：各項原理間的難度比較、常見的概念誤解、推理困難以及不同程度學生的差異。評量工具為透過兩項主題式教具演示，結合概念題為主的學習單，共計23題。本研究先以教具演示讓學生觀察現象，再用學習單中的概念題進行測驗，以了解國內高中生，對於磁學概念的學習困難。本研究的學理基礎為「個人建構主義」中「概念改變模型」(Conceptual Change Model, CCM)。教具演示提供「概念衝突」，再透過學習單，以促成「概念調適」(conceptual accommodation)。研究對象為國內的高中，總計4校503人，包含兩所明星高中及兩所地區高中。研究流程為，有文獻中磁學學習困難的歸納、教具設計以及學習單的設計與施測。研究資料分析包含，選擇題答案的量化分析，及學生作答解釋的質性分析。量化分析的部分，包含答對率、選錯率及各選項之選答率，並以卡方檢定(Chi-squared test) 進行百分比同質性考驗，以比較明星與地區高中學生之間差異的顯著性。研究結果顯示，學生對於磁學概念之學習困難，包含：原理的選定、物理表徵的熟悉度、概念理解的困難。同時，磁學相關原理以「右手開掌定則」的難度最高，而「安培右手定則」最低。最後，本研究發現明星高中學生的表現，普遍優於地區高中，尤其是在定律的應用上。根據研究結果，作者最後針對現行物理教材教法提出建議。

關鍵字

磁學概念；教學演示；學習困難；概念改變模型

並列摘要

The study investigated students’ learning difficulties related to Magnetism, including comparison of the difficulties of different principles, identification of prevalent misunderstandings of concepts, the difficulties of conceptual reasoning, and the discrepancy between students with different academic achievements. The research tools were worksheets with 23 conceptual questions about two theme demonstrations. To understand the learning difficulties of Magnetism encountered by high school students in Taiwan, the participants were required to first observe demonstration phenomena, and then answer conceptual questions on the worksheets. The pedagogical rationale of this study was the Conceptual Change Model (CCM) rooted in Personal Constructivism. The demonstrations provided “conceptual conflict” and stimulated “conceptual accommodation” via practicing the worksheets. The subjects were 503 students from four different senior high schools in Taiwan, comprising two prestigious schools and two district schools. The procedures of this study involved categorizing the learning difficulties of Magnetism based on a literature review, designing the demonstrations and worksheets, testing, and analyzing students’ answers. The data analysis involved quantitative manipulation of the subjects’ answers to the multiple-choice questions, and qualitative interpretations of their conceptual explanations, where quantitative manipulation included item analysis and the chi-square test of homogeneity. The results indicated that the difficulties of learning Magnetism were (1) adoption of valid principles, (2) fluency of utilizing physical representations, and (3) conceptual comprehension of magnetic concepts. The Right-hand Rule was found to be the most difficult, whereas the Ampère Right-hand Curl was the easiest. The performance of the students from the prestigious schools was superior to that of the district school cohort in terms of conceptually comprehending Magnetism, particularly effectively applying principles to contextualized problems. Lastly, implications for conventional teaching design regarding high school physics are proposed.