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研究生: 張意欣
Yi-Hsin Chang
論文名稱: 學習槓桿原理對國小學童判斷簡單機械省力費力之影響
The Effectiveness of Learning Lever Principle on the Ability of Elementary School Students' Judgment on Simple Machines.
指導教授: 李田英
Lee, Tein-Ying
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2005
畢業學年度: 93
語文別: 中文
論文頁數: 137
中文關鍵詞: 槓桿原理簡單機械
英文關鍵詞: Lever Principle, simple machines
論文種類: 學術論文
相關次數: 點閱:254下載:38
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  • 本研究探討兩種不同的教材對學童判斷簡單機械省力費力能力之影響。四個班級來自兩位任課教師,計131位國小六年級學童參與研究並隨機分配為實驗組及對照組。實驗組採用研究者自編之加入槓桿原理的教材內容,對照組採用審定版的課本內容進行教學,教學內容經由一位科教專家以及兩位國小自然科教師審查修正。並使用研究者設計之「國小學童對簡單機械之瞭解測驗卷」進行前測、後測及一個月後進行延宕測驗。測驗卷經過三位科教專家和兩位國小自然科教師審查改正,前測信度a=.69;後測信度a=.74;延宕測驗信度a=.74。施測結果發現學生在接受兩種不同的教材後,整體表現並無顯著差異,但在延宕測驗中發現:實驗組表現顯著優於對照組(p<.05);實驗組在三大類槓桿工具、定滑輪、動滑輪、滑輪組的省力費力判斷上的表現顯著優於對照組(p<.01)。使用兩種不同的教材都可以改進的迷思概念如下:1.坐翹翹版的時候,要兩個人一樣重,才會平衡;2.判斷簡單工具省力費力的依據為方便性、施力方向及物體重量;3.以離地面的高度作為判斷箱子重量的依據;4.定滑輪是影響滑輪組省力費力的原因;5.將手轉動和物體轉動的圈數作為判斷依據。經過一段時間後,無法改善的迷思概念為坐翹翹板的時候,越輕的要坐越裡面。使用槓桿原理的教材內容易造成的迷思概念如下:1.將物體移動的距離視為抗力臂,將手移動的距離視為施力臂;2.支點一定會在中間。使用課本內容的教材易造成迷思概念為將施力臂視為手移動的距離,將抗力臂視為物體移動的距離。建議教材中應教授槓桿原理提升學童判斷簡單機械省力費力之能力並增加日常工具應用的部分,以與生活進行連結與應用。

    Investigated was the effectiveness of two different teaching materials on students’ judgment of simple machines. There were 131 sixth graders involved. Four classes from two teachers were randomly assigned into two groups. The teaching material with lever principle was taught to the experimental group. The material from textbook was taught to the controlled group. All subjects completed pre- post-, and deferring-test through the author designed ‘Test of understanding of simple machines’. The teaching material with lever principle was developed by the researcher and had been reviewed by one science educator and two elementary school science teachers. The test had been reviewed by three science educators and two elementary school science teachers. The reliability (a) of pre- post- and deferring test were .69, .74 and .74 respectively. The results indicated that the effectiveness of the two different teaching materials was not significant on the post-test. The achievement of experimental group was significantly(p<.05) better than the controlled group on three types of lever, pulley, block and tackle on the deferring test which was given to students one month later.The misconceptions which could be improved by both teaching materials were as follows: 1.the seesaw would be balanced when the weights of two persons were the same;2.students’ judgments of simple machines were based on the convenience, the direction of force exerting, the weight of the objects, the circles of hand’s moving and object’s moving;3.students’ judgment of the weight of the box was based on it’s height to the ground;4. fixed pully caused the pully force-saving or force-wasting. The misconception hard to improve was the lighter of the person’s weight, the closer to the pivot. The misconceptions hold by the experimental group were:1.students viewed the distance of hand’s moving as the distance from hand to pivot and the distance of objects moving as the distance from object to pivot;2.pivot must be on the center. The misconception which held by the controlled group was that they viewed the distance from hand to pivot as the distance of hand’s moving and the distance from object to pivot as the distance of objects moving. The study suggested that the lever principle and applications of tools in daily life should be included in textbooks.

    目 次 第壹章 緒論…………………………………………………..1 第一節 研究動機……………………………………………..1 第二節 研究目的與研究問題………………………………..2 第三節 研究範圍與研究限制………………………………..3 第四節 名詞解釋………………………………………….….3 第五節 研究假說……………………………………………..5 第貳章 文獻探討…….…………………………..….……..6 第一節 科學教科書對學習科學概念的影響….……….…..6 第二節 槓桿概念的相關研究………………………………..12 第三節 兒童的迷思概念……………………………………..21 第章 研究方法……………………………………………..31 第一節 研究設計……………………………………………..31 第二節 研究對象………………………………………..……36 第三節 研究工具……………………………………………..38 第四節 資料收集……..………………………………………39 第五節 資料分析……………………………………………..40 第肆章 結果與討論……………….…….…………………..42 第一節 學生對簡單機械瞭解之答題分析…………………..42 第二節 兩種不同教學法的教學效果………………………..93 第三節 研究假說之檢驗與研究問題之回應.……………….100 第五章 結論與建議……………….……………..………….106 第一節 總結…………………………………………….…….106 第二節 結論……………………………………………….….107 第三節 建議…………………………………………….…….110 參考文獻………….……………………………………………….112 中文部分………………………….………………………..…...112 西文部份…………………………………….………………….…114 附錄………….…………………………….………………….….119 附錄一 融入槓桿原理之教材內容…………………….…….119 附錄二 現行教科書之教材內容……………………….…….125 附錄三 國小學童對簡單機械之瞭解測驗卷………….…….131 表 次 表1 科學教科書與學習上的問題………………….………….6 表2 習得年齡與解決槓桿問題的四個法則關係表….……...15 表3 解決槓桿平衡問題的八個認知操作之假定.……….....16 表4 四組解平衡桿的解題行為之思考結構….……………...17 表5 部編版與審定版有關簡單機械之比較……….………….32 表6 「自編教材」與「審定版」對於三大類槓桿工具省力費力之說 明…..34 表7 「自編教材」與「審定版」對於定滑輪省力費力之說明.35 表8 「自編教材」與「審定版」對於動滑輪省力費力之說明.35 表9 「自編教材」與「審定版」對於日常工具省力費力之說明36 表10 人數分配表…………………………….………………….37 表11 「國小學童對簡單機械之瞭解測驗卷」雙向細目表…….39 表12 題目一選答分佈……………………………….………….43 表13 題目二選答分佈…………………………….…………….46 表14 題目三選答分佈…………………………….…………….50 表15 題目四選答分佈……………………………...………….54 表16 題目五選答分佈…………………………….…………….58 表17 題目六選答分佈…………………………….…………….60 表18 題目七選答分佈…………………………….…………….63 表19 題目八選答分佈…………………………….…………….66 表20 題目九選答分佈…………………………….…………….69 表21 題目十選答分佈…………………………….…………….72 表22 題目十一選答分佈………………………….…………….75 表23 題目十二選答分佈………………………….…………….79 表24 學生各題答對率之分佈.………………………………….83 表25 實驗組各題在三次測驗中答對比率之比較……………..85 表26 對照組各題在三次測驗中答對比率之比較……………..87 表27 兩組前測總得分比較…………….……………………….93 表28 兩組後測總得分比較…………..………………….…….93 表29 兩組延宕測驗總得分比較………..………………….….93 表30 兩組後測題組一得分比較..……..……………………..94 表31 兩組後測題組二得分比較…………………….………….94 表32 兩組後測題組三得分比較………………….…………….94 表33 兩組後測題組四得分比較……………………….……….95 表34 兩組後測題組五得分比較…………………….………….95 表35 兩組延宕測驗題組一得分比較………………..…………95 表36 兩組延宕測驗題組二得分比較………………….……….96 表37 兩組延宕測驗題組三得分比較….…………….…………96 表38 兩組延宕測驗題組四得分比較…………………………..96 表39 兩組延宕測驗題組五得分比較…….………….…………97 表40 實驗組進步分數比較………………………….……….…97 表41 實驗組進步分數變異數比較………….………………….97 表42 對照組進步分數比較……………….………….…………98 表43 對照組進步分數變異數比較……….…………………….98 表44 實驗組學生在後測、延宕測驗中之題組相關性.……….99 表45 對照組學生在後測、延宕測驗中之題組相關性………..99 圖 次 圖1 「學生的科學」來源圖….……………………………..6 圖2 解槓桿問題四個法則的流程圖…...………………….14

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