臺灣博碩士論文加值系統

本研究旨在探討高職一年級學生對「功」、「動能」、「重力位能」之想法與概念。研究樣本為桃園縣一所國立高職高一10個班級中，由物理老師推薦共40名學生。在研究工具方面，本研究係以自編的開放式問卷及晤談圖卡，以交叉設計之方式進行探究，蒐集資料。從蒐集的資料中，本研究發現在功方面絕大部份學生會以物理相關之概念(F:力，S:位移，θ:力與位移的夾角)中的F去判斷作功的大小，且他們其中有些人對F與S之理解與物理功的定義(W=FxSxCOSθ)裡的F與S之正確概念不相同；此外，日常生活中「做苦工很辛苦」的這個想法也會讓很多學生以為較辛苦、累或流汗的作功者作的功較大； 再者，學生也會受日常用語「功效」之影響，以作功要有果效來決定有沒有作功。至於學生對動能與重力位能之理解，也容易受日常用語及字面意義的影響，如他們會以為動作激烈程度即代表動能大小等，又如重力大小就決定重力位能等；再者，他們對於與動能及重力位能相關之物理概念(如v,h等）的理解與物理上正確之意義也不盡相同。最後，在交叉比對獲得的資料顯示，圖卡晤談在探究學生的想法上，不管是探究到的類型或者是次數都比紙筆問卷多，且花費的時間較少，因此建議教學者可以使用此方式去了解學生的想法。
研究結果顯示，學生即使能用所學過之相關物理概念去說明「功」、「動能」、「重力位能」等概念，但他們對所使用之物理相關概念之理解並不一定正確；此外，他們往往只用相關概念中的一個概念去判斷，忽略了其它有關的概念之影響；最後，學生因為日常生活中對與這些字詞相關的詞語的使用所累積的經驗，也會影響著學生，使他們較喜歡以非物理之想法來說明自己的判斷。
此研究讓我們瞭解，在教授此單元時，雖然教師們都已習慣物理專家所設定之邏輯推演過程，對每一概念之意義都有正確的理解，但是學生受生活經驗中對這些字詞使用所累積想法以及之前所學相關概念的影響，他們的想法與教師們有很大的差異，這些想法在教學中若沒有徹底地被對付，它們將會影響學生對科學概念的理解，因此期望此初步的研究，能對將來要教授此單元之教師有些許助益，使他們知道學生會有的想法，以在教學的設計上，能針對這些想法，幫助學生調整成為正確的科學概念。最後，本研究也對探究學生想法之方式提出建議，圖卡晤談，在探究出學生想法上，是一種較好的方式。

Abstract: This research is aimed at exploring how vocational high school first graders perceive the concept of “work,” “kinetic energy” and “potential energy.” Based on the data which was collected from 40 public vocational high school students who had answered the questionnaire and had been interviewed, this research finds out that most students tend to use their concept of “F” to judge the effect of “work” rather than to use “S” or “θ,“ and some of the students’ concepts of “S” and “θ“are different from their definitions in physics. ( W=F×S×cosθ). Besides, students’ understanding of kinetic energy and potential energy is influenced by the word meaning of these two terms and their connected idioms and phrases used in their daily lives. As a result, their concepts related to kinetic energy and potential energy ( such as v, g, h) are different from the correct physics definitions. As for the research method, the data obtained from cross check shows that interviews are a better tool than questionnaires
Physics teachers are used to the logic deductive reasoning set up by physics experts, and they have correct perception of each concept, but for students, the meanings of those terms in their life experience make them think differently. If the teachers are not conscious of their students’ distorted concepts of physics knowledge, and try to deal with them, their students might be baffled when they try to learn the scientific concepts. Also, this research provides that the combination of questionnaire & interview is a better way to find out what students think.

第壹章 緒論…………………………………………………1
第一節 研究背景與動機…………………………………1
第二節 研究目的與研究問題……………………………4
第三節 研究限制與基本假定……………………………7
第四節 名詞解釋…………………………………………8
第貳章 文獻探討……………………………………………10
第一節 迷思概念的產生…………………………………10
第二節 探究「 迷思概念 」之重要 …………………14
第三節 「功與能」之迷思概念…………………………16
第四節 探究「迷思概念 」的方式 ……………………20
第參章 研究方法……………………………………………23
第一節 研究設計…………………………………………23
第二節 研究工具…………………………………………24
第三節 研究樣本…………………………………………32
第四節 研究流程…………………………………………33
第五節 資料分析…………………………………………35
第肆章 研究結果與討論……………………………………37
第一節 紙筆資料之分析…………………………………37
第二節 晤談資料之分析…………………………………64
第三節 紙筆與晤談之交叉比較分析……………………96
第伍章 結論與建議…………………………………………120
第一節 結論………………………………………………120
第二節 建議………………………………………………122
參考文獻………………………………………………………124
中文部份……………………………………………………124
英文部份……………………………………………………125

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