學習槓桿原理對國小學童判斷簡單機械省力費力之影響

The Effectiveness of Learning Lever Principle on the Ability of Elementary School Students' Judgment on Simple Machines.

張意欣(Yi-Hsin Chang)

指導教授 ： 李田英博士

國立臺灣師範大學/理學院/科學教育研究所/碩士(2004年)

摘要

本研究探討兩種不同的教材對學童判斷簡單機械省力費力能力之影響。四個班級來自兩位任課教師，計131位國小六年級學童參與研究並隨機分配為實驗組及對照組。實驗組採用研究者自編之加入槓桿原理的教材內容，對照組採用審定版的課本內容進行教學，教學內容經由一位科教專家以及兩位國小自然科教師審查修正。並使用研究者設計之「國小學童對簡單機械之瞭解測驗卷」進行前測、後測及一個月後進行延宕測驗。測驗卷經過三位科教專家和兩位國小自然科教師審查改正，前測信度a=.69；後測信度a=.74；延宕測驗信度a=.74。施測結果發現學生在接受兩種不同的教材後，整體表現並無顯著差異，但在延宕測驗中發現：實驗組表現顯著優於對照組（p＜.05）；實驗組在三大類槓桿工具、定滑輪、動滑輪、滑輪組的省力費力判斷上的表現顯著優於對照組（p<.01）。使用兩種不同的教材都可以改進的迷思概念如下：1.坐翹翹版的時候，要兩個人一樣重，才會平衡；2.判斷簡單工具省力費力的依據為方便性、施力方向及物體重量；3.以離地面的高度作為判斷箱子重量的依據；4.定滑輪是影響滑輪組省力費力的原因；5.將手轉動和物體轉動的圈數作為判斷依據。經過一段時間後，無法改善的迷思概念為坐翹翹板的時候，越輕的要坐越裡面。使用槓桿原理的教材內容易造成的迷思概念如下：1.將物體移動的距離視為抗力臂，將手移動的距離視為施力臂；2.支點一定會在中間。使用課本內容的教材易造成迷思概念為將施力臂視為手移動的距離，將抗力臂視為物體移動的距離。建議教材中應教授槓桿原理提升學童判斷簡單機械省力費力之能力並增加日常工具應用的部分，以與生活進行連結與應用。

關鍵字

槓桿原理 ； 簡單機械

並列摘要

Investigated was the effectiveness of two different teaching materials on students’ judgment of simple machines. There were 131 sixth graders involved. Four classes from two teachers were randomly assigned into two groups. The teaching material with lever principle was taught to the experimental group. The material from textbook was taught to the controlled group. All subjects completed pre- post-, and deferring-test through the author designed ‘Test of understanding of simple machines’. The teaching material with lever principle was developed by the researcher and had been reviewed by one science educator and two elementary school science teachers. The test had been reviewed by three science educators and two elementary school science teachers. The reliability (a) of pre- post- and deferring test were .69, .74 and .74 respectively. The results indicated that the effectiveness of the two different teaching materials was not significant on the post-test. The achievement of experimental group was significantly(p＜.05) better than the controlled group on three types of lever, pulley, block and tackle on the deferring test which was given to students one month later.The misconceptions which could be improved by both teaching materials were as follows: 1.the seesaw would be balanced when the weights of two persons were the same；2.students’ judgments of simple machines were based on the convenience, the direction of force exerting, the weight of the objects, the circles of hand’s moving and object’s moving；3.students’ judgment of the weight of the box was based on it’s height to the ground；4. fixed pully caused the pully force-saving or force-wasting. The misconception hard to improve was the lighter of the person’s weight, the closer to the pivot. The misconceptions hold by the experimental group were：1.students viewed the distance of hand’s moving as the distance from hand to pivot and the distance of objects moving as the distance from object to pivot；2.pivot must be on the center. The misconception which held by the controlled group was that they viewed the distance from hand to pivot as the distance of hand’s moving and the distance from object to pivot as the distance of objects moving. The study suggested that the lever principle and applications of tools in daily life should be included in textbooks.

並列關鍵字

Lever Principle ； simple machines

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