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|Issue Date: ||2014-02-18T02:35:02Z
|Abstract: ||本研究旨在探究國小五年級學生「力與運動」概念的學習，主要研究的方法包括利用封閉式問卷實施前後測，並比較10個班級377名學生的得分，晤談二十位前後測差異顯著的學生以及想法有別於一般的學生，根據問卷前後測的得分，選取差異顯著的班級，並進行教室觀察及晤談，藉以瞭解學生迷思概念的內涵與造成前後測顯著差異的原因。本研究獲得以下的結果：學生在教學前後，所呈現的「力與運動」之迷思概念存在著顯著差異，顯示合宜的教學有助於改善學生的迷思概念。其次，由學生的前後測及晤談，獲知學生在「力與運動」單元，在幾方面具有迷思概念，即物體的位置、物體的運動、力的作用、摩擦力、重力、作用力與反作用力、力與運動。學生的迷思概念則有以下的特性： 1．以直覺及日常生活的經驗來判斷。 2．受科學用語的表面字義影響。 3．會受最明顯的現象影響，而忽略其他看不到的因素。此外，學生主動參與課程活動的時問愈多，如小組討論、親自操作實驗等，應是造成前後測有較顯著差異的主要要素。綜合而官，本研究對於學生在「力與運動」單元的迷思概念與相對應的教學策略，獲得若干的訊息。然而，對於學生何以會擁有前述的迷思概念與科學教師應如何針對迷思概念進行教學，仍值得持續與系統的研究。|
The main purpose of this study was to investigate for the concept learning about the “Force and Motion” of the fifth grade elementary school students. The research methods were conducted as follows: A closed paper and pencil test had been used to compare the pretest with posttest of 377 students distributed over 10 classes. Twenty students who think differently and the ones who showed significant differences between two tests were interviewed. Comparing the results of pretest and posttest and to choose the classes which showed significant differences for allowing classroom observation and interviewing students. So the researcher could recognize the nature of the students’misconceptions and what caused the significant differences. Several consequences were obtained through this study: After instruction, the students’misconceptions about “Force and Motion” showed significant differences, and it indicated that appropriate instruction helped to improve the students’misconceptions. Moreover, the position and motion of an object, the action of force, friction, gravity, the action and reaction force, force and motion were the conceptions of students about the unit of “Force and Motion” acquired by the interview, pretest and posttest of students. Furthermore, the characteristics of the students’ misconceptions were mentioned as follows: through instinct and experience in daily life. Literally influenced by scientific terminology influenced by obvious phenomenon but ignored other invisible elements or factors. In addition, the more time that students participated in curricular activities actively, such as group discussion, manipulated materials actively etc, were the main components which caused the significant differences between pretest and posttest. To sum up, the researcher acquired some certain noticeable data and message through this study regarding to the misconceptions of students about the unit “Force and Motion” and what teaching strategies that the teacher adopted. However, the follow up studies should be conducted in order to systematically inquire how and why students tended to own these misconceptions on the unit of “Force and Motion”. It is also believed that science teacher should learn how to teach students who are already brought with alternative concepts in the science classrooms.
|Relation: ||科學教育, 10: 231-262|
|Appears in Collections:||[物理學系] 期刊論文|
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