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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 |
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作 者 | 謝秀月; | 書刊名 | 臺南師院學報 |
卷 期 | 28 1995.06[民84.06] |
頁 次 | 頁479-507 |
分類號 | 522.64335 |
關鍵詞 | 師院; 非數理系學生; 熱; 溫度; |
語 文 | 中文(Chinese) |
中文摘要 | 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。 |
英文摘要 | 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. |
本系統中英文摘要資訊取自各篇刊載內容。