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題名 | An Investigation of Students' Learning Difficulty Concerning Entropy and the Second Law of Thermodynamics=大一學生對灼與熱力學第二定律學習困難之研究 |
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作者姓名(中文) | 蘇育任; | 書刊名 | 臺中師院學報 |
卷期 | 9 1995.06[民84.06] |
頁次 | 頁263-283 |
分類號 | 525.334 |
關鍵詞 | 灼與熱力學第二定律; 學習; |
語文 | 英文(English) |
中文摘要 | 本研究係以國立臺中師範學院數理教育系大一學生73名為樣本,探討其研讀普通化學中有關熵及熱力學第二定律等概念時,所遇到的學習困難。主要的研究方法是利用現場實驗演示教學,然後再採用半結構式晤談以探測其概念理解的情形。 研究的主要發現歸納如下: 一、大多數學生常以「粒子運動」的概念,作為理解熵與亂度的工具。 二、對於實驗演示:氣體膨脹現象與化學反應之自發性,半數以上的學生皆無法運用所學過的熵及熱力學第二定律等概念,予以圓滿地解釋。 三、中文使用「亂度」一詞來表示「熵」,極易造成混淆與誤解,從晤談中發現大一學生對熵的真正涵義,瞭解並不十分正確。 四、多數學生對熵及熱力學第二定律的概念,只有表面膚淺的瞭解,縱使他們會利用定律或公式來計算理論性的題目,卻無法將這些概念運用到日常實際生活上。由以上研究的發現,可提醒大專院校化學教師,應把理論與日常生活中的問題結合起來,並以學生的觀點加以統整。教熱力學時,切忌過度使用艱深的數學,以免使生動有趣的一門課,變成學生的夢魘。 |
英文摘要 | This present study was conducted to identify the conceptual difficulty concerning entropy and the Second Law of Thermodynamics among the first-year students of Teachers' College in Taiwan, Seventy-three subjects volunteered to take part in this investigation. Regarding the research tools, an objective test was first administered and then semi-structured interviews were used in the presence of live demonstrations. The research findings showed that: (a) many students used the idea of movement of the particles as an important and frequent vehicle to understand entropy, disorder and randomness; (b) a great number of students were unable to apply their understanding of entropy and the Second Law of Thermodynamics to explain the phenomenon of expansion of a gas or the spontaneity of chemical reactions; (c) students had gained only a limited conceptual attainment of the concepts of entropy and the Second Law of Thermodynamics, even they could use the rules to solve theoretical problems but failed to apply these concepts to real context of naturally occurring problems; (d) the use of metaphorical language 'disorder' in Chinese was confusing and misleading, and caused great difficulty in students to understand the true meaning of entropy. In conclusion, our investigations suggest that we, as university teachers, should try to motivate student learning by making naturally occurring problems more accessible to experimentation and to integrate the therories with them into student's perspectives. When teaching thermodynamics, we should not transmute pure and attractive chemistry into plain misery, through excessive use of unne cessary mathematical equations. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。