頁籤選單縮合
題 名 | 國中學生熱與溫度概念的另有架構 |
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作 者 | 郭重吉; | 書刊名 | 彰化師範大學學報 |
卷 期 | 2 1991.06[民80.06] |
頁 次 | 頁435-463 |
分類號 | 523.5333 |
關鍵詞 | 國中; 概念; 溫度; 熱; 學生; |
語 文 | 中文(Chinese) |
中文摘要 | 本計畫旨在設計一套圖片和實物,以便研究者利用臨床晤談的方式, 從認知的觀點來探討國中學生熱與溫度概念的另有架構。晤談工具的發展係參考 紙筆測驗卷的施測結果加以編製;而晤談對象乃是從100餘位紙筆測驗受試學生 中挑出12位具有和理化課本所述不同想法的學生。晤談工具和紙筆測驗卷中的 大部份試題皆是以學生所熟悉的現象為主題,佐以圖畫或實物,而讓學生對於這 些現象加以描述、說明、或預測。由紙筆測驗及晤談錄音結果的分析,顯示受試 的國中學生在熱與溫度概念方面持有下列的另有架構:1.缺乏熱平衡的概念;認為 溫度不同的兩物體互相接觸很久之後仍分別維持原有溫度。2.熱與溫度相同、成 正比、或互為因果。3.熱具有實體,係一種氣體(如水蒸氣或煙)。4.忽略物質吸熱 對組成分子所產生的影響。 |
英文摘要 | A series of pictorial cards and objects for use in clinical interview with ju-nior high school students were developed in this study. With these as the focusing events, the researcher was able to probe from cognitive point of viewalternative frameworks on heat and temperature concepts among the students.A paper-and-pencil test was developed and administered to approximately 100students prior to the interview. Students responses of the test were analyzed.From the results of such an analysis, 12 students having alternative conceptions on heat and temperature were selected as the interview subjects. The interview instrument consisting of some focusing events and questions was alsodeveloped in the light of the results obtained from the paper-and-pencil test. The interview instrument and most of the items in the paper-and-pencil test dealt with phenomena that were familiar to the students. With the use of pictorial cards and /or real objects, the interviewer asked the students to describe, or explain the phenomena involved and also to make certain predictions. Analyses of results chained from the interview transcripts as well as fromthe paper-and-pencil test indicated the following alternative frameworks:J.The lack of a good understanding on the concept of thermal equilibrium.2. Heat and temperature were considered as the same, proportional to or having causal relationship with each other.3. Heat was considered to possess substantive existence, being similar to gases such as water vapor or smoke.4.When heat was absorbed by an object, behaviors of the constituent particles of the object were not affected. |
本系統中英文摘要資訊取自各篇刊載內容。