透過您的圖書館登入
IP:18.209.66.87
  • 學位論文

高三學生液體界面現象迷思概念之研究

A Study of Misconceptions of Liquid Interface Phenomenon of the 12th Graders

指導教授 : 李田英
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究探究高三學生液體界面現象的迷思概念以及可能的來源。研究的對象為桃園市某國立高中三年級的學生共40名,研究方法為問卷調查及事後晤談。問卷為研究者自行設計含14題的開放性問卷,題目經過八位專家教師審查,具專家效度。研究發現迷思概念的來源及迷思概念如下:(一)概念誤用:1)『表面張力與浮力』之概念混淆:認為受表面張力作用的物體在水中會有部分的體積,受到浮力作用的物體則沒有在水中的部分;2)『內聚力與水壓力』之概念分不清楚:以水壓力的觀點來解釋內聚力,認為離液面越深,內聚力越大;3)『大氣壓力現象與毛細現象』之概念混淆:以先前所學的托里切利實驗來解釋管內液面上升或下降的情形;4)『濡濕現象與浮力』概念分不清楚:認為毛筆在水中不成尖形是因為受到浮力作用;(二)概念連結有缺失:例如對『能量』概念不甚了解,導致對許多概念的連結上有缺失:諸如『溫度越高,表面張力越大』、『沸點越高,表面張力越大』、『溫度越高,毛細作用越大』等;(三)對定義的不夠了解:例如1)物體在水面上才有表面張力;2)特殊液體不用放置物體就有表面張力;3)密度大的液體凝聚成球珠狀、密度小的液體灘成水膜;4)固體沒有表面張力;(四)由語言造成迷思概念例如認為『內聚』力就是作用力向內;(五)直覺的想法:自認為溫度越高,表面張力越大;(六)受經驗影響:沒看過水銀成薄膜,因此認為水銀皆凝聚成球珠狀;(七)教科書的影響:因看過類似的概念而影響即將學習的概念,如先前在教科書上看到力的方向為物體運動的切線方向,因而認為內聚力的方向是沿液面上升或下降的切線方向。本研究建議教學時要注意下列各項:1)強調相似科學概念之間的差異及原理;2)液體界面現象單元裡的許多概念皆與能量相關,要特別釐清其間的關係;3)以圖表幫助學生了解中文科學名詞的意義;4)課文中概念之間的關係需介紹清楚。

並列摘要


The study explored the misconceptions and the sources of liquid interface phenomenon of the 12th graders. Forty 12th graders from the Taoyuan County were selected. Researcher self-designed a 14 items open-questionnaire and interview were adopted. The questionnaire had been reviewed by eight experts. Research findings were as follows 1) misuse of concepts: for examples i) the confusions between surface tension and buoyant force; ii) unclear concepts between cohesive force and water pressure; iii) misunderstanding between atmospheric pressure and capillarity phenomenon; iv) unclear concepts between wetting and buoyant force; 2) missing linkage among concepts: for example, the unclear concept of “energy”; 3) misunderstanding of definitions: such as i) the surface tension existed only when the object was on water; i) for special fluid there would have surface tension no need placing any object on it; iii) fluid with a high density would be condensed into a ball-shaped beads; iv) a solid had no surface tension; 4) language caused misconceptions: for example, in Chinese the “cohesive force” will be decoded as the inward force; 5) intuitive thinking: such as some students believed that the higher the temperature, the greater the surface tension; 6) affected by daily experience, such as no acknowledgement on how mercury becoming water film, hence students believed that all of the mercury condensed into ball-shaped beads; 7) the influences from textbooks, a first contact with related concept will affecting the building of on-going concept. The study suggested that teacher should pay more attention toward the following: 1) emphasizing on science concepts’ differences and principles; 2) the phenomenon of liquid interface are always related to lots of energy concepts, teacher should clarify their relationships; 3) teacher should help students understand the Chinese scientific terms with the aid of charts; 4) textbook should explain concepts relationship clearly and completely.

並列關鍵字

無資料

參考文獻


張景媛 (2007):概念發展模式。教學新知,31。
邱鴻麟、高紹源(1997):閱讀高中化學教科書後對高一學生所具有之迷思概念影響之研究…勒沙特列原理。科學與教育學報,1,p 235-257。
張容君、張惠博 (2007):國中學生「燃燒」概念診斷之研究。科學教育學刊,15(6),p671-701。
李賢哲、樊琳 (2005):國小學童「電池」概念之診斷-以兩段式選擇題為例。科學教育學刊,13(3),p63-288。
楊坤原、張賴妙理(2004):遺傳學迷思概念之文獻探討及其在教學上的啟示。科學教育學刊,12(3),p365-398。

被引用紀錄


張力夫(2011)。探討利用「動態表徵」與「靜態表徵」教學對概念學習成效影響之研究-以「波的重疊原理」單元為例〔碩士論文,國立交通大學〕。華藝線上圖書館。https://doi.org/10.6842%2fNCTU.2011.00793
呂昕潔(2016)。多重表徵教學之行動研究-以國中九年級自然與生活科技領域為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201600269
紀貫騰(2015)。使用教學表徵在國二自然與生活科技領域之行動研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fCYCU.2015.00229
黃怡銣(2016)。高職食品加工科學生對食品添加物迷思概念之探討〔碩士論文,國立屏東科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0042-1805201714162112
段珮誼(2016)。高職學生臉部美容迷思概念之研究〔碩士論文,國立屏東科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0042-1805201714161701

延伸閱讀