系統基模教學策略對修正高中學生力的迷思概念及增進描繪力圖能力影響之研究_

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題名：	系統基模教學策略對修正高中學生力的迷思概念及增進描繪力圖能力影響之研究
作者：	蔡興國
作者(外文)：	Hsing-Kuo Tsai
校院名稱：	國立彰化師範大學
系所名稱：	科學教育研究所
指導教授：	張惠博陳錦章
學位類別：	博士
出版日期：	2012
主題關鍵詞：	力的概念；力圖；系統基模；概念改變；the concept of force；force diagram；system schema；conceptual change
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:52

本研究旨在發展系統基模的教學策略，並以實徵性研究探究系統基模教學策略對高中學生力的概念理解、力的迷思概念改變及描繪力圖能力的影響，此外亦探討學生對系統基模的接受度。本研究以量為主質為輔，研究設計採準實驗研究法輔以半結構式晤談。實驗組為研究者任教之高二學生48人，進行系統基模教學，授課教材除教科書外，尚包括系統基模簡介及學習單，著重定性分析系統受力的訓練；對照組則為另一位教師任教之高二學生49人，進行傳統講述式教學，授課教材則僅有教科書，著重定量解題的訓練。晤談對象採立意取樣，從實驗組學生中分別選取10位進行力的概念晤談，及11位進行力圖晤談，俾瞭解系統基模教學策略對高中學生力的概念理解、力的迷思概念改變及描繪力圖能力的影響。研究工具計有「力的概念測驗」、「力的概念測驗晤談大綱」、「力圖描繪測驗」、「力圖描繪測驗晤談大綱」及「系統基模表徵工具接受度調查問卷」等五項。研究結果顯示：1.系統基模教學策略有助於提升學生力的概念理解、改變學生力的迷思概念及增進學生描繪力圖能力；2.多數學生認為系統基模有助於概念學習及繪製力圖；3.力的概念理解程度愈低的學生，經系統基模教學後，力的概念進步幅度愈大；4.多數學生遇到不熟悉的力學題目，才會使用系統基模解題。

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The purpose of this study was to develop a system schema teaching strategy, and to explore the influence of this strategy on improving the high school students’ conceptions of force, correcting their misconceptions of force, and enhancing their drawing ability of force diagrams. In addition, the students’ acceptance of the system schema was also investigated. Quasi-experimental research method and semi-structured interview were implemented in the study. The subjects consisted of two classes of 11th graders. The researcher’s class consisting of 48 students was the experimental group that received the system schema instruction. Instructional materials included the introduction and working sheets of the system schema in addition to the physics textbook. The training of analyzing the force on system qualitatively was stressed in the experimental group. Another teacher’s class consisting of 49 students, the control group, received the traditional expository instruction. Instructional materials included only the physics textbook. The training of solving quantitative problems was stressed in the control group. Interviews with 10 students on the conceptions of force and 11 students on the force diagrams from the experimental group were conducted respectively to understand the influence of the teaching strategy on improving students’ conceptions of force, correcting their misconceptions of force, and enhancing the drawing ability of force diagrams. The research tools included “the Force Concept test”, “the outline of the interview on the Force Concept test”, “the Force Diagram test”, “the outline of the interview on the Force Diagram test”, and “the System Schema Acceptance questionnaire”.The results of the study were as follows: (1) System schema teaching strategy can improve the high school students’ conceptions of force, correct their misconceptions of force, and enhance the drawing ability of force diagrams; (2) Most students who received the system schema instruction thought system schemas could help to learn the concepts of force and draw force diagrams; (3) The lower students scored on the Force Concept pretest, the larger they made progress on the Force Concept learning through the system schema instruction; (4) Most students used system schemas to solve problems only when they encountered unfamiliar problems.

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