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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/18831

Title: 大學物理實驗能力的基準與評量之研究(III)---子計畫II:電磁學
Integration Research on Standards and Assessment of Physics Laboratory Competency for University Level---Electromagnetism (III)
Authors: 吳武雄;陳俊霖;吳仲卿
Contributors: 物理學系
Keywords: 電磁學實驗;實驗能力;基準;評量
Electromagnetism Laboratory;Laboratory Competency;Basic Criteria;Assessment
Date: 2000
Issue Date: 2014-08-06T05:03:01Z
Abstract: 本研究是國科會整合型計畫「大學物
理實驗能力的基準與評量之研究」的一個
子計畫—電磁學。本研究共進行三年,今
年已完成最後一年。
本研究嘗試訂定大學物理系電磁學實
驗能力應該具有的基本內涵,以及學生基
本實驗能力應達到的基準;並初步發展評
量工具以評量學生的電磁學基本實驗能
力,以提供教、學時參考,期能提昇我國
大學生的基本實驗能力。研究實際上分為
三個階段進行。
第一階段具體目標是希望透過設計
「大慧調查法」問卷,徵詢國內十五位相
關專家們的意見,尋求共識,訂出大學電
磁學實驗課程應培養學生的基本實驗能
力,並就各項基本實驗能力選出應包含
的、基本的實驗項目。我們在此階段的研
究與調查結果是電磁學實驗應該含有七項
基本的實驗能力,例如磁場及磁力測量能
力等;前述能力所包含的共有十六個實驗
項目,例如磁偶極矩之測量實驗等。
第二個階段的主要目標是訂定學生基
本實驗能力的基準。針對前階段得到的十
六項實驗,透過研究小組對各項實驗的實
作和討論歷程,找出一些訂定基準時的原
則及配合發展評量工具(下一階段)時所
需的可行的作法,例如:各項實驗能力基
準應注意以「基本能力」為主,避免過於
強調知識原理的記憶或儀器操作方面的細
節,原則上每個實驗大約訂定五項基準。
然後應用在各項實驗中,分別擬訂出學生
實驗能力應達到的基準,例如在「磁偶極
矩之測量」實驗項目中,學生應達到「能
測量小磁鐵棒的磁偶極矩」的基準等。這
些訂出來的基準,最後已送請六位相關專
家審核確定。
第三個階段工作的主要目標是發展評
量學生電磁學基本實驗能力的工具。參考
第二階段已訂出的十六項實驗的基本能力
基準,觀察一般學生實驗的實作表現,對
於各項基準,設計非常接近實作評量的筆
試評量。另外我們再以部份實驗的實作評
量為效標,檢驗非常接近實作的筆試評量
2
的效度,結果顯示實作評量與筆試評量達
到顯著相關。目前已發展出初步的大部份
紙筆評量工具。接下來將對此評量工具進
行專家效度等考驗。
This is the second sub-project“Electromagnetism” of the “Integrated Research on Standards and Assessment of Physics Laboratory Competency for University Level”. The project aims to determine the basic contents and standards for the fundamental laboratory competency on Electromagnetism laboratory course, which a university student should provide. It also aims to develop basic assessment tools to assess such fundamental laboratory competency, in order to provide more useful information for effective teaching and learning. This project includes
three stages of research.
The objective of the first stage is, via the“Dalphi Tecnique” , to inquire16 experts in related fields. And thus work out the basic requirement for the student laboratory competency. This also includes making choices of basic experimental items. In this stage we have established, via the survey, 7 kinds of basic laboratory competency enclosing 16 basic experimental items, such as the ability of measuring magnetic forces and fields. One of the 16 items just mentioned is “experiment of measuring magnetic dipole moment “for example. The objective of the second stage is to
determine the basic standards for the fundamental laboratory competency. With respect to the 16items and via discussing, we gain some rules for developing the assessment tools, which will be established in next stage. One rule, for example, avoiding over emphasizing memory of knowledge. Applying these rules in determine the basic standards for 16 items, the basic standards for the fundamental laboratory competency have been determined respectively.
The objective of the third stage is to establish the assessment tools for assess the basic laboratory competency on electromagnetism. Referring to the basic standards for the 16 experiments and inspecting student's performance on the experimental practices, we have designed a set of pen paper assessment, which should be most close to the performance assessment. In addition, we analysis the relationship between some of the performance assessments and the pen paper assessments. The outcome shows the significance level is α=0.01. For present we are testing the
validity of the pen paper assessments by some experts in related fields.
Relation: 國科會計畫, 計畫編號: NSC89-2511-S018-013; 研究期間: 8808-8907
Appears in Collections:[物理學系] 國科會計畫

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