國小高年級學生自然科學中力學單元迷思概念之探討

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Title:	國小高年級學生自然科學中力學單元迷思概念之探討 The Study of Misconceptions in 5th and 6th Grades Unit in Nature Science in the Elementary School
Authors:	陳義勳
Contributors:	臺北市立教育大學自然科學系
Keywords:	國小高年級學生自然科學力學單元
Date:	1996
Issue Date:	2009-07-27 10:32:43 (UTC+8)
Abstract:	中文摘要　　　　　本研究接受國家科學委員會的補助進行。本研究為提供我國國小學生自然科學學生迷思概?之探討研究，俾使我國科學教育推向另一階段，本研究者對於國小高年級學生，在臺北市挑選二十位高年級學生，其中五年級及六年級分別為九位及十一位學生，而五、六年級各接近一半，其所以如此是由random挑選了臺北市南港國小、中山國小、清江國小、明湖國小、破牌國小、湖田國小及興雅國小的學生，其中南港國小是四位六年級學生，私立中工小學是兩位五年級學生，清江國小是四位五年級學生，明湖國小是四位六年級學生，石牌國小二位六年級學生，湖田國小有兩位，一位五年級，一位六年級學生，興雅國小二位五年級學生。又依性別，幾乎是男女生的數目也接近二比一，男生十三人，女生七人。在研究的成果發現：□在訪談中發現所有的高年級樣本學生（100％）已有地心引力的概念。 □高年級樣本學生有「放在桌上之木塊，是受到分吸來自地心引力、桌子對木塊支撐力」之概念樣本學生不到一半。（約35％）□大部份的樣本學生均有槓桿原理的概念。（約70％）□ 在「踩踏板頻率一樣，帶動半徑大小不一的兩腳踏車的後輪，何者較快？」的問題，有部份樣本學生（約35％）沒有簡單機械的省時必費力及費時必省力的基本概念□高年級樣本學生對於簡單機械的器械只瞭解有滑輪、電梯等器械，鮮少提出斜面、槓桿、輪軸等簡單機械。 □在慣性之問題，大部份樣本學生知道質量（重量）小，慣性小較易煞車，但真正概念及理由較缺乏，又對於衝量中之兩因素：質量與速度未完全知道。□六年級樣本學生較五年級樣本學生在概念上有信心，六年級學生在思考性訪題較好。□第二次訪談較第一次訪談概念來得惱楚。□性別並無顯著差異。□邏輯思考測驗好的訪談的概念也較完整。茲將本研究者研究的結果歸納下列數項建議： (一)在力學單元較有思考性的概念宜排在較高年級的六年級來上。 (二)簡單機械除了在五年級提節應再有年年級的單元來銜接，達到概念深淺編排及延伸的目標。 (三)課程及上課中宜令學生有更多機會發夠自己意見，教師也能藉此發現學生的 Misconceptions。 (四)槓桿平衡條件的概念除了課本提到外，宜讓課程再分辨力，與力×力臂的活動才不致使學生混淆不清。 (五)簡單機械原理：省將必費力，費時必省力之枻念，在高年級自然科中宜再增加活動。 (六)將交通安全的一些知識可以透過自然科的力學來深入淺出的講解使學生有科際整合的活動及概念。英文摘要　　　　　The paper reports on this study designed to use an open-ended questionnaire as a diagnostic instrument, and using paper-pencil test and interview to identify the misconceptions on acid and base held by elementary science teachers. There were a lot of misconceptions on acid and base held by 6th graders, although they had learned the concepts on acid and base in their science class. Moreover, pupils expressed that some their misconceptions was got from science teachers. Therefore, to identify the misconceptions held by science teachers was very important for the improvement of elementary science education. The study found that teachers' misconceptions may be originated from: (1)overgeneralizaiton their knowledge, (2)intuitive observation, (3)the wrong use in language, (4the transference of misconception learning, (5)without the habit of doing experiment, and (6)influence by the incorrect reference books. Since many misconceptions held by science teachers were similar to pupils', teacter's incorrectly teaching may be an important factor to pupils' misconceptions. The relationship between pupils' misconception on acid and base and those held by science teachers would be discussed in the report.
Relation:	臺北市立師範學院學報, 27, p.83-104
Appears in Collections:	[Department of Applied Physics and Chemistry] Periodical Articles

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