師院非數理系學生熱與溫度概念架構之探討__臺灣人文及社會科學引文索引資料庫

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題名：	師院非數理系學生熱與溫度概念架構之探討
書刊名：	臺南師院學報
作者：	謝秀月
出版日期：	1995
卷期：	28
頁次：	頁479-507
主題關鍵詞：	師院；非數理系學生；熱；溫度
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:0 點閱:25

　　　　　本文旨在探查師院大一非數理系學生的熱與溫度概念架構，乃利用紙筆與晤談v圖的方法進行研究，結果可提供師院普通物理課程相關單元教學的參考。比較學生晤談v圖與課本熱與溫度概念架構圖後，顯示學生除了比較缺乏熱平衡、熱傳播、潛熱、比熱等概念之外，在熱與溫度概念方面常見的另有架構有下列兩種:一、熱乃實體物質的架構(1)熱像一種氣體(氣泡、水蒸氣)是由熱氣和冷氣組成。(2)熱是由一種熱的分子(粒子)組成，可藉由上升、擴散從一物質跑到另一物質或一端跑到另一端。二、熱即溫度的架構(1)「熱」和「溫度」是一樣的稱為「熱度」，溫度多少就是熱多少。(2)溫度代表一物體所含熱量的多少。

以文找文

　　　　　The main purpose of this study was to find out for normal collegenon-science majors freshmen and the alternative frameworks they held aboutheat and temperature, in the hope that one might better understandalternative conceptions shared by a number of students which were differentfrom the intended learning outcomes of the textbooks. Results of this studyshould be able to provide a helpful reference for instructors in normalcolleges in teaching General Physics. Qualitative research method was adopted in this study, with the use ofstudents interview Vee maps developed by Ault, Novak & Gowin foradministering the interview, analyzing interview tasks, and constructinginterview Vee maps. The interview subjects included three normal collegenon-science freshmen and , they were selected from a sample of 205 studentswho had been previously subjected to a paper-pencil test. The studentsselected for in-depth interview were representatives to the students havingsimilar alternative conceptions about heat and temperature, as indicated intheir responses to questions in the paper-pencil test. Comparison of students interview Vee maps with the heat andtemperature template of the textbook indicated that in addition to the lackof concepts in thermal equilibrium, heat transfer,latent heat, and specificheat, the following alternative frameworks were common among students: Substantive framework (in which heat is viewed as a substance):(1) Heat is considered to be some kind of gas, such as air bubbles or water vapors, and consisted of both hot and cold gases. (2) Heat is made of hot molecules or particles, and therefore, may rise or diffuse from one material into another, or from one end to another.Equivalent framework (in which heat is considered to be the same astemperature) :(1) Both heat and temperature are referred to as "hotness". Temperature and heat are the same.(2) Temperature reading indicates the amount of heat contained in a body.

以文找文

期刊論文
1.	Gilbert, J. K.、Osbome, R. J.、Frensham, P. J.(1982)。Children's science and its consequences for teaching。Science Education，66(4)，623-633。
2.	郭重吉(19900600)。學生科學知識認知結構的評估與描述。彰化師範大學學報，1，279-320。延伸查詢
3.	郭重吉(19880600)。從認知觀點探討自然科學的學習。教育學院學報，13，351-379。延伸查詢
4.	Abimbola, I. O.(1988)。The problem of terminology in the study of student conceptions in science。Science Education，72(2)，175-184。
5.	Albert, E.(1978)。Development of the concept of heat in children。Science Education，62(3)，389-399。
6.	Ault, C. R.、Novak, J. D.、Gowin, D. B.(1984)。Constructing Vee maps for clinical interviews on molecule concepts。Science Education，68(4)，441-462。
7.	Ault, C. R.、Novak, J. D.、Gowin, D. B.(1988)。Constructing Vee maps for clinical interviews on energy concepts。Science Education，72(4)，515-545。
8.	Bodne, G. M.(1986)。Constructivism: a theory of knowledge。Journal of Chemical Education，63(10)，873-878。
9.	Clough, E. E.、Driver, R.(1985)。Secondary students' conceptions of the conduction of heat: Bringing together scientific and personal views。Physical Education，20，176-182。
10.	Erickson, G.(1979)。Children's conceptions of heat and temperature。Science Education，63(2)，221-230。
11.	Fisher, K. M.、Lipson, J. I.(1986)。Twenty questions about student errors。Journal of Research in Science Teaching，23(9)，783-803。
12.	Gauld, C.(1987)。Student belief and cognitive structure。Research in Science Education，17，87-93。
13.	Gilbert, J. K.、Watts, D. M.(1983)。Concepts, misconceptions and alternative conceptions: Changing perspective in science education。Studies in Science Education，10(1)，61-98。
14.	Good, R.(1988)。Analysis of student errors in science。Journal of Research in Science Teaching，25(2)，157-158。
15.	Gunstone, R. F.(1989)。A comment on "The problem of terminology in the study of student conceptions in science。Science Education，73(6)，643-646。
16.	Hewson, M. G. A. B.(1984)。The influence of intellectual environment on conceptions of heat。European Journal Science Education，6(3)，245-262。
17.	Hewson, M. G. A. B.、Hamlyn, D.(1985)。Cultural metaphors: some implications for science education。Anthropology and Education Quarterly，16(1)，31-46。
18.	Linn, M. C.(1987)。An apple a day。Science and Children，25(3)，15-18。
19.	Mak, S. Y.、Young, K.(1987)。Misconceptions in the teaching of heat。School Science Review，68(244)，464-470。
20.	Novak, J. D.(1988)。Learning science and the science of learning。Studies in Science Education，15，77-101。
21.	Rogan, J. M.(1988)。Development of a conceptual framework of heat。Science Education，72(1)，103-113。
22.	Stavy, R.、Berkovitz, B.(1980)。Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature。Science Education，64(5)，679-692。
23.	Summers, M. K.(1983)。Teaching heat--an analysis of misconceptions。School Science Review，64(229)，670-675。
24.	Veiga, M. L. F. C.(1989)。Teachers' language and pupils' ideas in science lessons: can teachers avoid reinforcing wrong ideas?。International Journal Science Education，11(4)，465-479。
25.	Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of a scientific conception: Toward a theory of conceptual change。Science Education，66(2)，211-227。

會議論文
1.	牟中原(1988)。氣體粒子理論發展的歷史。認知與學習研討會。臺北市：國科會科教處。延伸查詢
2.	洪木利(1989)。我國兒童對牛頓定律概念架構之認知過程。國科會認知與學習基礎研究第三次研討會。延伸查詢
3.	郭重吉(1989)。從認知的觀點探討科學教育的理論與實際。國科會認知與學習基礎研究第三次研討會。臺北市：國科會科教處。延伸查詢
4.	黃湘武、黃寶鈿(1987)。熱與溫度概念的診斷研究。中華民國75度科學教育研討會。臺北市：國科會科教處。延伸查詢
5.	黃賨鈿(1988)。溫度與熱量概念的混淆與辨識。認知與學習研討會。臺北市：國科會科教處。延伸查詢
6.	Ault, C. R.(1984)。A semantics for interview transformation。The National Association for Research in Science Teaching 57th Annual Meeting。New Orleans, Louisiana。
7.	Sutton, C.、West, L.(1982)。Investigating Children's Existing Ideas about Science. A Research Seminar。Investigating Children's Existing Ideas about Science. A Research Seminar，(會議日期: April 1982)。

研究報告
1.	郭重吉、吳武雄(1989)。利用晤談方式探查國中學生對重要物理概念的另有架構之研究。彰化市：彰化師大。延伸查詢
2.	Appleton, K.(1984)。Children's ideas about hot and cold。
3.	Hollon, R. E.、Anderson, C. W.(1986)。Heat and Temperature: a teaching module。

學位論文
1.	楊其安(1989)。利用臨床晤談探究國中學生對力學概念的另有架構(碩士論文)。國立彰化師範大學。延伸查詢

圖書
1.	Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。

單篇論文
1.	Ault, C. R.，Cohen, M. R.(1983)。To capture meaning not one's own: interview design and interpretation，Bloomington, IN：Indiana University。
2.	Blosser, P. E.(1987)。Science misconceptions research and some implications for the teaching of science to elementary school students(No. ED 282 776)。
3.	Champagne, A. B.，Klopfer, L. E.(1983)。Naive knowledge and science learning(No. ED 225 852)。
4.	Clement, J.(1978)。Some types of knowledge used in understanding physics(No. ED 291 568)。
5.	Wiser, M.(1986)。The differentiation of heat and temperature: an evaluation of the effect of microcomputer teaching on student's misconceptions(No. ED 291 596)。
6.	Wiser, M.，Kipman, D.(1988)。The differentiation of heat and temperature: an evaluation of the effect of microcomputer models on student's misconceptions(No. ED 303 367)。
7.	Wiser, M.(1988)。Can models foster conceptual change? The case of heat and temperature(No. ED 303 365)。

其他
1.	許榮富(1989)。科教研究設計--定性研究法之特性，臺北市：國科會科教處。延伸查詢

圖書論文
1.	Andersson, B.(1980)。Some aspects of children's understanding of boiling point。Cognitive Development Research in Science and Mathematics。
2.	Erickson, G.、Tiberghien, A.(1989)。Heat and temperature。Children's Ideas in Science。Great Britain：Open University Press。
3.	Tiberghien, A.(1980)。Modes and conditions of learning--An example: The learning of some aspects of the concept of heat。Cognitive Development Research in Science and Mathematics。University of Leeds。
4.	Wiser, M.、Carey, S.(1983)。When heat and temperature were one。Mental Models。

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