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摘要


摘要 每個人在成長的過程中,從他懂得利用身體去探索世界的奧妙開始,就和「力與運動」的各種表象結下了不解之緣。在不斷的耳濡目染中,孩童逐漸體認到物體受力情況不同會產生不同型式的運動,他們試著用有限的知識去解釋所看到的現象,因而衍生出有別於正統科學概念的另有想法,即所謂的迷思概念。根據文獻資料,學童對於「力與運動」的迷思概念存在於各年齡階層,而且是根深蒂固的,大多數難以傳統教學的方式加以扭轉。 本研究旨在發展二段式選擇題的概念診斷工具,探究國中學生在「力與運動」的迷思概念,研究對象為台北市南港區某市立國中的一、二、三年級學生,正式施測的有效樣本共1035人。研究工具的發展主要分為三個階段:(一)概念初探工具題目涵蓋「力與運動」單元的主要概念,以晤談的方式蒐集學生的原有想法;(二)二段式診斷測驗預試工具是根據晤談時所蒐集的學生想法與理由編製而成,以小樣本施測驗證工具的適切性;(三)修正預試工具最後完成「力與運動」二段式診斷測驗正式工具,並實施大樣本施測,統計分析結果並做成結論。 研究結果發現: 一、國中生在運動學、接觸力、超距力、牛頓第一、二、三定律等六 個「力與運動」所包含的概念領域中,皆存在一定比例的迷思概 念。 二、對未經學習「力與運動」課程的國一、國二學生而言,出現迷思 概念的比例並未隨著年齡的增長而呈現明顯減少的情況。 三、學習是概念改變的過程,對某些概念而言,已經學過「力與運 動」課程的國三學生出現迷思概念的比例明顯少於國一、二學 生。 四、但有為數不少的概念即使經過學習,出現迷思概念的比例仍未見 明顯減少,驗證了迷思概念的頑固性;同時也發現,部分國三學 生在學習過程中因為同化不當或不周全的理解,又衍生出另一層 面的迷思概念。

關鍵字

力與運動 迷思概念

並列摘要


Abstract During the process of growing up, everybody often touches various kinds of representation of “force and motion”since he knows how to utilize the body to explore the secret of the world. As children try to explain the phenomena with limited knowledge, therefore they produce the ideas different from scientific concepts so-called misconceptions. According to documents, the pupils of all ages generally have misconceptions of ”force and motion”that are very difficult to correct by way of traditional teaching. The purpose of this research is to develop two-tier diagnostic instrument, probing the misconceptions about “force and motion”of students in junior high school. The steps are divided into three stages mainly: (1) Collect students' original ideas by way of interview; (2) Make up two-tier diagnostic test-instrument according to students' ideas, and verify that the test-instrument is appropriate by testing little sample ; (3) Revise and finish two-tier diagnostic formal-instrument , implement the big sample to test , analyze and count the results of testing and make into a conclusion. The result of this research is found as follows: 1. There are some certain proportion of misconceptions in the concept fields of “force and motion” for students in the junior high school. 2. For the first grade and second grade students of junior high school who are not studying “force and motion” course , the proportion of misconceptions have not been obviously reduced with the growth of the age. 3. Learning is the process of changing concepts. As to some concepts of “force and motion” that have already been studied by the third grade students in junior high school , the proportion of misconceptions is obviously less than the proportion of misconceptions of the first grade and second grade students. 4. Some of the third grade students in junior high school produce the misconceptions of another aspect in the course of studying because of improper assimilation or not thorough understanding.

並列關鍵字

無資料

參考文獻


邱韻如(1997):成影概念的成長與學習。國立台灣師範大學物理研
架構之研究(一)。國科會專題研究計畫成果報告。
架構之研究(二)。國科會專題研究計畫成果報告。
架構之研究(三)。國科會專題研究計畫成果報告。
黃振華(2001):三至八年級兒童牛頓第三運動定律相關概念之研

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