利用晤談方式探究國小兒童運動與力概念的另有架構

Alternative Frameworks on Motion and Force Concepts among Elementary Students

董正玲(Jeng-Ling Tung) ； 郭重吉(Chorng-Jee Guo)

《科學教育》 3期 (1992/04) Pp. 93-124

https://doi.org/10.6767/JSE.199204.0093

摘要

本研究旨在探究國小兒童對運動與力概念的另有架構，所採用的方法是先利用開放式紙筆測驗對772位國小高年級兒童進行施測，將學生的作答予以歸類找出多數學生所共有比較常見的另有想法類型，然後從各類型中找出20位具有代表性的學生進行深入晤談。對於紙筆測驗資料和晤談個案資料的分析，都先條刊出各種想法，再加以令併和歸類，最後從推斷其物理意義方面之共同的根源或信念，整理出另有架構。研究結果顯示國小兒童對運動與力概念所具有較共通的另有架構有：
1．以地面當絕對參考座標系，以自己當參考點。
2．以位置來判斷運動狀態及受力情形。
3．運動蘊含力或力與速度成正比。
4．認為具有活力的物體（如人，汽車）才能產生力量，而忽略一些被動力（如摩擦力，地心引力）。而認為有些現象是自然結果與力無關，或在判斷靜力平衡時易忽略某些力。
5．重量和地心引力不是同一種力。

並列摘要

The purpose of this study was to find out the alternative frameworks on motion and force concepts which were held by elementary school students. An open-ended paper-and-pencil test was at first administered to 772 fifth and sixth graders. Students’ responses were classified in order to find out the alternative conceptions which were shared by many students. Twenty students having representative conceptions were chosen for in-depth interview. The resulting data from both paper-and-pencil test and individual interview were analyzed starting from the listing of various kinds of students’ explanations, which were subsequently combined into several categories each representing an alternative conception held by a number of students. Based on the physical meanings of these alternative conceptions, the common origins or beliefs for the appearance of certain related alternative conceptions were inferred, yielding the following alternative frameworks:
1. Taking the earth as an absolute reference frame, with the student himself as the point of reference.
2. To judge the state of motion and the accompanied forces in terms of positions only.
3. The notion that force is embedded in motion, or that force is propotional to velocity.
4. The idea that only energized bodies (such as human or motorcycle) can generate force, while passive force, such as friction and gravity were overlooked. To consider certain phenomena as occurred naturally having nothing to do with forces, or to neglect certain forces when judging static equilibrium.
5. Weight and gravitational force were considered as arising from different origins.