利用選擇題的方式來探求國中學生對“光”的迷思概念之研究

A Study on the Uses of a Multiple-choice Test for Probing Junior High School Students' Misconceptions in Optics

王晉基(Chin-Ji Wang) ； 郭重吉(Chorng-Jee Guo)

《科學教育》 3期 (1992/04) Pp. 73-92

https://doi.org/10.6767/JSE.199204.0073

摘要

本文旨在利用選擇題的方式來探求國中學生對「光」的迷思概念，其主題工具是先從開放式紙筆測驗結果，歸類出學生的答題類型，由此設計封閉式紙筆測驗的選目，並進而編制成封閉式紙筆測驗。此份試卷經預試和修改之後，對537位學童進行施測，並抽取當中的96位學童以相同內容的試卷於四週後重覆施測。
由本研究的結果可以了解國中學生對光有那些迷思概念和其百分率的分布情形。文中對於國中二、三年級高、低分組學生對光迷思概念的差異，以及國內、外學童對光的迷思概念有何異同之處亦加以分析和討論。本研究所得的結果應可提供教師改進教學方法，以及有關單位在課程編排和修訂等方面的參攷。
研究結果顯示：
(1).學生常以光的直進、反射、折射和投影的觀點來解釋如影子、針孔成像、鏡中成像、看到物體等…有關光的直進和反射的問題。
(2).學生對於實像、虛像的問題普遍有概念上的混淆。
(3).學生對於折射問題的迷思概念相當常見，對於光線由空氣中進入水路，不曉得其行走方向。
(4).對於在完全黑暗環境中視物的問題，有許多學生認爲貓眼本身能發光，所以貓在黑暗環境中亦能視物，然而人類的眼睛則不具有此現象。

並列摘要

The main purpose of this study was to investigate junior high school students’ misconceptions in Optics by using a multiple-choice test. Distractors of the test items were obtained from categorization of the students’ respones to an open-ended paper-and-pencil test which was given to the students previously. The multiple-choice test was further revised by analyzing the results obtained in a pilot study. The test was finally administered to a sample consisting of 537 junior high school students, 96 of them were retested with the same test four weeks later.
Results of this study should be helpful for our understanding of junior high school students’ misconceptions in Optics. The difference of misconceptions in Optics between the eighth and the ninth grades students were analyzed and discussed in this study. Similarly, the differences and similities between the students in Taiwan and abroad were also compared. The results ought to be helpful for teachers to improve their teaching methods. They could also offer some suggestion to the educational administration for developing and for revising the curricula.
The results obtained in this study were summarized as follows:
(1).For events concerning the pro5agation along straight path and the reflection of light, such as shadow, image formation by pinhole, image formation by mirrors, seeing the object, and so on, students often offered explanations in terms of propogation of light along straight path, reflection, refraction and projection.
(2).Students generally confused the concepts of real image with virtual image.
(3).Students’ misconceptions about refraction, such as light going from air into water, were very common. Students understood that water bends the light but were unable to specify its direction.
(4).Many students thought that cats could see in total darkness because light was emitted from cats’ eyes, but human beings are not able to do this.