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題名：高中學生解題歷程之力圖表徵與列式關係之研究
書刊名：科學教育學刊
作者：蔡興國／陳錦章／張惠博
作者(外文)：Tsai, Hsing-kuo／Chen, Chin-chang／Chang, Huey-por
出版日期：2010
卷期：18:2
頁次：頁155-175
主題關鍵詞：力圖；牛頓第三運動定律；表徵；解題；Force diagram；Newton's third law；Representation；Problem solving
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:6
  • 點閱點閱:46
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.
期刊論文
1.Halloun, I. A.、Hestenes, D.(1985)。The Initial Knowledge State of College Physics Students。American Journal of Physics，53(11)，1043-1055。  new window
2.Thijs, G. D.(1992)。Evaluation of an Introductory Course on "Force" Considering Students' Preconceptions。Science Education，76(2)，155-174。  new window
3.Turner, L.(2003)。System schemas。The Physics Teacher，41(7)，404-408。  new window
4.Van Heuvelen, A.(1991)。Learning to think like a physicist: A review of research-based instructional strategies。American Journal of Physics，59(10)，891-897。  new window
5.Van Heuvelen, A.、Zou, X.(2001)。Multiple representations of work-energy processes。American Journal of Physics，69(2)，184-194。  new window
6.Whiteley, P.(1996)。Using free body diagrams as a diagnostic instrument。Physics Education，31(5)，309-313。  new window
7.Savinainen, A.、Scott, P.、Viiri, J.(2005)。Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton's third law。Science Education，89(2)，175-195。  new window
8.Puri, A.(1996)。The art of free-body diagrams。Physics Education，31(3)，155-157。  new window
9.Reif, F.(1995)。Millikan Lecture 1994: Understanding and teaching important scientific thought processes。American Journal of Physics，63(1)，17-32。  new window
10.Mattson, M.(2004)。Getting students to provide direction when drawing free-body diagrams。The Physics Teacher，42(7)，398-399。  new window
11.Fisher, K.(1999)。Exercises in drawing and utilizing free-body diagrams。The Physics Teacher，37(7)，434-435。  new window
12.Dufresne, R. J.、Gerace, W. J.、Leonard, W. J.(1997)。Solving physics problems with multiple representations。The Physics Teacher，35(5)，270-275。  new window
13.Court, J. E.(1999)。Free-body diagrams revisited。The Physics Teacher，37(8)，490-495。  new window
14.Court, J. E.(1999)。Free-body diagrams revisited。The Physics Teacher，37(7)，427-433。  new window
15.Court, J. E.(1993)。Free-body diagrams。The Physics Teacher，31(2)，104-108。  new window
16.劉嘉茹、侯依伶(20041200)。國三學生板塊構造運動概念學習之心智狀態研究。科學教育學刊，12(4)，399-420。new window  延伸查詢new window
17.黃永和(19971200)。「教學表徵」：教師的教學法寶。國教世紀，178，17-24。  延伸查詢new window
18.邱韻如(20060600)。大一普物教學的迷思之我見我思。物理，28(3)，554-562。  延伸查詢new window
19.左台益、蔡志仁(20010900)。高中生建構橢圓多重表徵之認知特性。科學教育學刊，9(3)，281-287。new window  延伸查詢new window
20.Ainsworth, Shaaron E.(1999)。The functions of multiple representations。Computers and Education，33(2/3)，131-152。  new window
21.Galili, I.、Bar, V.(1992)。Motion implies force: Where to expect vestiges of the misconception?。International Journal of Science Education，14(1)，63-81。  new window
22.Heller, P., Keith, P.,、Anderson, S.(1992)。Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving。American Journal of Physics，60(7)，627-636。  new window
23.Jiménez J. D.、Perales F. J.(2001)。Graphicre presentation of force in secondary education: Analysis and alternative educational proposals。Physics Education，36，227-235。  new window
24.Rosselli, R. J., Howard, L.,、Brophy, S.(2006)。A computer-based free body diagram assistant。Computer Applications in Engineering Education，14，281-290。  new window
會議論文
1.邱韻如(2006)。從學生對牛頓第三定律的迷思概念探討教學上的一些問題。多元素養與科學教育中華民國第22屆科學教育學術研討會。  延伸查詢new window
2.Champagne, A., Gunstone, R.,、Klopfer, L.(1983)。A perspective on the differences between expert and novice performance in solving physics problems。Sydney, Australia。  new window
圖書
1.林生傳(1995)。教育心理學。台北市：五南出版社。  延伸查詢new window
2.Plotzner, R.(1994)。The integrative use of qualitative and quantitative knowledge in physics problem solving。Frankfurt, Germany：Peter Lang。  new window
3.Meriam, J. L.、Kraige, L. G.(2003)。Engineering mechanics。New York, NY：Wiley。  new window
4.張慧貞(2007)。創新物理教材教法：理論與錦囊。台中：逢甲大學出版社。  延伸查詢new window
圖書論文
1.Hestenes, D.(1995)。Modeling software for learning and doing physics。Thinking physics for teaching。New York：Plenum。  new window
2.Hestenes, D.(1996)。Modeling method for physics teachers。The changing role of physics departments in modern universities。College Park, MD：AIP。  new window
3.Driver, R.、Guesne, E.、Tiberghien, A.(1985)。Some features of children's ideas and their implications for teaching。Children's ideas in science。Open University Press。  new window
4.Hiebert, J.、Carpenter, T. P.(1992)。Learning and Teaching with Understanding。Handbook of Research on Mathematics Teaching and Learning。Macmillan。  new window
 
 
 
 
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