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  • 學位論文

以不同教材實施理想氣體方程式教學之個案研究

Case Study of the ideal-gas equation Instruction Using Different Teaching Material

指導教授 : 黃芳裕
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摘要


過去研究顯示氣體粒子觀念對於探索學生的概念形成能提供良好的指引,而面對新舊課程的轉換此特定概念的教學規劃亦有不同的設置。因此本研究目的在於(1)開發有關理想氣體方程式的評量工具及基準,促進教師在氣體概念和相關認識論層面的教學知識,並可作為教師未來命題的參考。(2)新舊教材與自編教材對學生氣體粒子概念及其認識論基礎,是否有所差異?(3)修改針對「氣體粒子概念形成」所設計的教材,提供教師未來進行該單元教學時的參考。 研究者根據現行新舊教材,以及自編的教材,以講述式教學在「理想氣體方程式」的單元中,分別對台北縣某高中的三個班進行施教。結束後收集該單元之測驗成績,並請學生完成研究者針對氣體概念所設計的問卷。所得的資料依據改編自Perry(1970)基模的尺度進行考評,而後使用統計方法檢驗問卷的信度效度,及學生在本問卷表現的差異。 研究結果如下:(1)與絕對零度有關的開放式問題,較能測出學生對粒子概念的認識。(2)本問卷經過樣本學生表現的檢驗後,證明其穩定性和有效性,可繼續發展,以作為未來評量或研究的參考。(3)使用新教材及自編教材班級的月考成績,在考量先備知識差異後,與使用舊教材班級有顯著差異。(4)觀察使用三種不同教材的班級的問卷分數表現,發現在絕對零度,以及真實氣體的相關問題中有所鑑別,但其他題目則無差異存在。(5)融入理想氣體發展史中衝突概念的自編教材,經問卷及月考成績的檢驗後,顯示學習自編教材,與學習舊教材的經驗不同,但與學習新教材相比幾無差異。(6)學習自編教材與新教材的班級,除了在理想氣體與真實氣體差異的題目呈現顯著差異外,其餘成就則相似。

並列摘要


Investigation of gas particles idea, which revealed in previous study , can provide the good direction for student's conceptual formation. Facing the transformation between new and old curriculum, establishment of teaching program for the specific concept is also different. Therefore, the study aims at three purposes lies in (1) Develop assessment tool and criteria about ideal gas equation, which prompts the pedagogical recognition to gas concept and related epistemological dimension and are regarded as the reference to teachers’The researcher uses the above teaching material to instruct three classes in high school in Taipei county. Afterwards researcher collects the test achievement of the unit, and let the students in the class fillout the questionnaire based on the concept of gas particles. Colleted data were not only appraised by the yardstick revised from Perry (1970) schema, but also were used by statistical methods to acquire the validity and reliability of the examination as well as to compare the differences in performance among these students. formulation of questions in the future. (2) Exhibit the diversity of the old, new, and researcher-edited teaching materials providing with gas particles concept and epistemological foundation. (3) The teaching material designed for the formation of gas particle concept can adopted to suit individual demand. The researcher uses the above teaching material to instruct three classes in high school in Taipei county. Afterwards researcher collects the test achievement of the unit, and let the students in the class fillout the questionnaire based on the concept of gas particles. Colleted data were not only appraised by the yardstick revised from Perry (1970) schema, but also were used by statistical methods to acquire the validity and reliability of the examination as well as to compare the differences in performance among these students. The results of the research present as follows (1) The problem about absolute zero measure further the students’ knowledge in particle concept. (2) The questionnaire confirmed the validity and reliability through students’ performance in the examination will be continuously developed and will become the latter assessment and inquiry basis.(3) Students who learn new and edited teaching material are significantly different from the students who learn old teaching material after antecedent knowledge consideration in monthly test achievement. (4) Observation from grade tendency reveals the demarcation in absolute zero and real gas related problems. (5) After monthly test and questionnaire examination, we think there is discrepancy between learning experience of edited teaching material including the conflicting concept in ideal gas history and old teaching material, but the former is consistent with learning experience of new teaching material.(6) The performance of class students who learn edited or new teaching material is similar except for the slight differce in the performance of questions on ideal gas and real gas.

參考文獻


國立台灣師範大學科學教育中心(1999):高級中學化學第一冊。台北市:國立編譯館。
黃寶鈿、李武勳 (2001):氣體粒子概念之教具設計與教學應用。科學教育。241, 61-63。
黃芳裕、羅弘志(2003):在教育政策轉換下之科學實習教師專業成長:個案研究。台北市:國立台灣師範大學碩士論文。
史嘉章 (2002):發展二階層試題以探討國高中學生氣體迷思概念。台北市:國立台灣師範大學碩士論文。
黃芳裕、劉佳育 (2002):教師專業成長:不同領導類型下個案教師成長分析。台北市:國立台灣師範大學碩士論文。

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