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|Keywords: ||力圖;牛頓第三運動定律;表徵;解題;Force diagram;Newton's third law;Representation;Problem solving|
|Issue Date: ||2011-03-25T08:04:03Z
|Abstract: ||本研究旨在探討高中學生求解作用力與反作用力計算問題時，所呈現力圖表徵的類型，及其和列式間的關係，並分析學生無法繪出正確力圖的原因。研究對象是研究者任教之高二學生兩班 73人、高三學生兩班 90人，共 163位，均學過完整的牛頓力學，進行力學問題筆試測驗，並採立意取樣，從中選取 28位進行晤談，俾了解學生求解作用力與反作用力計算問題時的真實想法。研究工具計有「作用力與反作用力計算測驗」及「晤談大綱」兩項。研究結果顯示學生具合力有反作用力的迷思概念、多數學生無法在文本畫出正確的力圖、學生文本上的力圖偏向表徵題意的情境圖與腦中據以列式的力圖可能不同、學生腦中據以列式的力圖若為正確則可列出正確的方程式。|
The purpose of this study was to explore the types of high school students' force diagram representations and their relationship with equations in problem solving, and analyze the reasons for high school students' not drawing force diagrams to solve problems correctly when they face Newton's third law computational problems. One hundred and sixty-three senior high school students were administered a written problem solving test. Interviews with 28 students from the 163 students were conducted to understand their thinking when they solved Newton's third law computational problems and the reason why they could not draw force diagrams to solve the problems correctly. The research tools included "the computational test of action and reaction force" and "the outline of the interview". The results of the study were as following: The students had misconceptions that the resultant force has a reaction force; most students could not draw appropriate force diagrams to solve problems correctly; the force diagrams in the test were different from those used by the students; the essential condition for the students to construct appropriate mathematical equations was the correct force diagram conceptualized by the students.
|Relation: ||科學教育學刊, 18(2):155-175|
|Appears in Collections:||[物理學系] 期刊論文|
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