透過您的圖書館登入
IP:34.227.191.136
  • 期刊

發展紙筆測驗以探究高一學生對直流電路的迷思概念

Developing a paper-pencil Test to Assess Tenth Grade Students' Misconceptions on DC Circuits

摘要


本研究旨在發展一份經由開放式紙筆測驗、晤談而轉換得來的封閉式紙筆測驗,用以探究高中一年級學生在基本電學上的迷思概念,並找出高一學生最主要的迷思概念類型,及比較不同學業成就、性別之迷思概念的差異性。 本研究先利用開放式紙筆測驗及産結構性的晤談來蒐集學生迷思概念所有可能的類型,經分析歸類後將主要的迷思概念列入封閉式測驗度量的選項中,最後進行封閉式正式測驗。研究樣本取自中部地區四縣市(台中市、台中縣、彰化縣、南投縣)各公私立高中普通科一年級,依入學成績高低順序分三段、男女各半方式選取,封閉正式施測樣男生132人,女生131人,共263人,測驗試題難度平均0.38,同時效標效度0.69,庫李信度0.70,測驗結果顯示學生在基本電學上最主要的迷思概念如下: 1.電流在電路中經過電阻、燈泡等電路元件時會被部分耗損。 2.電池所提供的總電流是定值的(不隨著電路中電路元件的變化而改變)。 3.一個電池與一個燈泡形成通路的重要依據爲:電池的二端接到燈泡的一端(不論底端或側邊皆可)。 4.推理方式常受限於局部性,而忽略部分電路的變化對整體電路的影響。 5.常以電流逐步覆蓋電路的想法(“上游”電路元件的電流、電壓不受“下游”電路元件改變的影響)來推理。 本研究同時發現不同學生群除了成績上高分組優於低分組,而男生優於女生外,主要迷思概念的類型也有所不同。

關鍵字

無資料

並列摘要


The main purpose of this study is to develop a closed paper-pencil test for assessing tenth grade students’ misconceptions on simple DC circuits. First, a paper-pencil test consisting of open-ended questions was developed and some semi-structured interviews were exercised to identify the students’ misconceptions. Then a closed paper-pencil test was developed based on students’ responses. The subject included 263 tenth grade students selected from Taichung city, Taichung county, Chunghua county, and Nantou county. The average difficulty index of the test is 0.38, the average discrimination index 0.69, and Kuder-Richardson reliability 0.70. The most significant misconceptions revealed by the study are: 1. The electric current in a circuit shall be partly consumed by resistors or bulbs. 2. Constant current flows from the “+” terminals of a battery and is independent of the elements in the circuit. 3. A bulb lightens when any of its two terminals is connected to a battery’s two terminals. 4. Many students use “local reasoning” to solve problems on DC circuits, and neglect the effect of the change of elements on the whole circuit. 5. Many students use “sequential reasoning” to solve problems, that is, they believe that the current flows through the circuit step by step. A1so revealed by this study include that boys have less misconceptions than girls, the major misconceptions of the students with More misconceptions are different from those the students with less misconceptions, and boys have different major misconceptions from girls.

並列關鍵字

無資料

被引用紀錄


錢駿榮(2016)。融入擴增實境於國小自然教科書之設計本位研究—以颱風迷思概念為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2016.00662
柏昱丞(2014)。國中生「二段式光學迷思概念診斷測驗」發展與應用〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201400540
陳小娟(2006)。國小六年級地球與太空概念二段式診斷測驗之發展與應用〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200600115
蔡本慧(2008)。科學寫作融入四年級自然與生活科技領域教學之行動研究-以月亮單元為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fCYCU.2008.00367
黃炎峰(2000)。高中生對於直流電路概念及其類比模型理解之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719105112

延伸閱讀