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題名 | 國民小學五年級學生對學習力與運動概念之分析研究=Studies on the Fifth Grade Students' Learning Concepts about Force and Motion |
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作者 | 全中平; | 書刊名 | 臺北師院學報 |
卷期 | 9 1996.06[民85.06] |
頁次 | 頁405-426 |
分類號 | 523.36 |
關鍵詞 | 國民小學; 學習力; 運動概念; |
語文 | 中文(Chinese) |
中文摘要 | 國民小學五年級自然科學有關「力與運動」單元的教學活動中,其最主要目的是要 學童能夠探究物體的運動狀態與力的關係。但為了要了解學童是否在科學學習過程中能夠有 意義的學習,則必須探究學童對力與運動的概架構,以改進力與運機單元教材內容與教學活 動。本研究以概念圖為主要研究工具,並以晤談方法為輔,發現學童在學習力與運動單元之 前,超過一半的學童無法將力與運動概念相連接在一起,而有三分之一的學童以「推拉的力 量」代表力的概念,但對運動的概念又有著許夕不同的看法。在學習力與運動單元之後,學 有六成學童可以將力與運動概念連接在一起;而對力的概念認知,約六成學童以教科嵩中的 「接觸力」與「超距力」為主要力的概念表示,其次為「推、拉、彈力」與「大小、方向」 等;對運動概念而言,僅約三成五學童了解運動是力造成的結果,而近一半的學童卻無法認 定運動與力的關係,這樣的結果與教材內容的設計有相當大的關係。近一步研究,發現學童 對力與運動有些迷思概念:「平衡力不會使物體運動,會產生靜止」,「磁力在近距離內才會產 生「,以及「物體僅有往下運動才有地心引力」。 |
英文摘要 | In the course of learning force and motion of fifth grade in elementary school, students mainly study the relationship between the motion state of an object and the applied forces to the object. In order to know whether students have meaningful learning in their learning process, there is a need to understand what the students cognitive structure are. Then, it can be used to improve teaching materials and teaching activities in classroom. This research used concept mapping as a main research tool and secondarily interview. Before learning the topic of force and motion, ovwr one half students do not make sure the relationship between the concepts off force and motion, one third students use "push and pull force" as the main concept about force, and they also have different concepts about motion. After finishing the learning topic, about 60% students understand the relationship between the concepts of force and motion, and about 60% students use "contact force" and "uncontact force" as the main meanings of force, then "push, pull, and elastic force" and "magnitude and direction". To the concept of motion, only 35% students understand that motion is produced by force, but about one half of the students cannot make sure the relationships between motion and force and this is perhaps concerned with the content design in the teaching materials. More study shows that some misconceptions exists in students cognitive structure: "balance force cannot make things moving, only make things in steady status", "magnetic force will be broduced in short distance", and "gravitation will be made only in the downward direction". |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。