臺灣博碩士論文加值系統

高中學生參與拋體運動專題實驗之研究
邱維宣
中文摘要
本研究旨在藉由未具拋體運動正式知識背景的個案高一學生動手設計拋體構形的專題實驗，以問卷為主，輔以作品呈現、晤談錄音與攝影資料，探查個案高一學生在設計拋體構形過程所運用的物理原理與遭遇的問題，並蒐集個案高一學生在拋體運動單元教學前所持有關於拋體運動概念加以分析，找出迷思概念，以現行物理教材的拋體運動單元進行教學，結束後再重覆進行問卷施測，以蒐集個案學生在拋體運動單元教學後所持有迷思概念，最後對同校中，研究者所任教已修過拋體運動單元的高二學生，以相同問卷施測，蒐集關於拋體運動迷思概念，與個案學生的資料加以分析比對，期能找出共通的迷思概念、學習困難點與教學的成效，作為研究者改進教材與教法的依據，使研究者的教學更有效率，任教的學生也可獲得更佳的學習效果。
根據資料處理分析的結果，本研究主要發現個案高一學生與高二學生有以下五項共通處：
一、迷思概念：
1. 對空氣阻力在實際拋體運動中扮演的角色產生混淆。
2. 對於拋體運動飛行過程中無法清楚分辨速度、加速度、力與能量的關係。
3. 對平面運動互相垂直的方向運動認為非同時進行與運動會相互影響。
4. 接受錯誤的廣告資訊，認為外力控制的下墜器材為自由落體運動。
二、學生易懂的運動：自由落體，鉛直下拋。
三、學生難懂的運動：鉛直上拋、斜向拋射。
四、學生難懂的原因：公式很多、難、易混淆、名詞不懂，不知何從解釋。
五、在教學活動所獲得的明顯的效果：
教學後學生使用物理名詞以描述物理現象較教學前精確。

Research on Participating Projectile Movement Project for Senior High School Students
Wei-Hsuan Chiu
ABSTRACT
The purpose of the study is to investigate the misconceptions of the first grade of the senior high school students who participated the study of projectile movement program to design. The study is mainly designed by questionnaire and partly by students’ works which included recorded conversations and photography. These helped to realize the theories they used the problems they encountered. First, the students’ conceptions before learning are analyzed for the purpose of finding their misconceptions. Second, The students accepted the teaching of the unit of project-motion. Third, using questionnaire to make sure the misconceptions they still had was followed. Fourth, in comparison with the second grade students who just had learned the same unit, the researcher had founded the similarities of their misconceptions. This could not only help a lot to improve teaching materials and methods, but also benefit both the teachers and the students.
According to the outcome of the analysis of the data, the major findings of the similarities of the misconceptions of the first and the second students were inducted into the following five points.
I. Misconceptions
1.The misconceptions for the role of air resistance
2. The misconceptions for the relationship of velocity, acceleration, force and energy.
3. They misunderstood the plane movement and the vertical movement proceeded not at the same time and would influence each other.
4. They had the misconceptions from wrong advertisement, which leaded them to misbelieve the dropping oh the equipments controlled by outer force was also free falling body moment.
II. What they could easily understood were，free falling body moment，vertical downward movement.
III. What they couldn’t easily understood were vertical downward movement and projectile movement.
IV. The reasons why they felt difficult were having too many complex formulas and terms.
V. The obvious effects after teaching the unit was that the students could use the physical terms to describe the physical phenomenon more precisely.

目 次
目 次………………………………………………………………I
圖 次………………………………………………………………III
附錄次………………………………………………………………IV
第壹章 緒論
第一節 研究背景與研究動機…………………………………1
第二節 研究目的與待答問題…………………………………2
第三節 名詞釋義…………………………………………………5
第四節 研究限制…………………………………………………5
第貳章：理論基礎與文獻探討
第一節知識的建構論………………………………………………6
第二節 動機與學習………………………………………………12
第三節 行動研究---以問題為中心的教學策……………………14
第四節 探究式實驗與教學………………………………………19
第五節 迷思概念…………………………………………………24
第六節 結論………………………………………………………27
第參章：研究方法
第一節 個案的選擇與背景描述…………………………………30
I
第二節研究者角色………………………………………………32
第三節研究架構與流程…………………………………………33
第四節 研究工具與資源…………………………………………35
第五節資料收集方法……………………………………………36
第六節 信賴度……………………………………………………38
第四章研究結果與討論
第一節 拋體構形設計概念與實作結果分析………………………39
第一部份：拋體構形相關概念 ………………………………………40
第二部份：研究者與學生晤談結果分析……………………………50
第三部份：拋體構形設計與實作……………………………………60
第二節 個案學生問卷結果分析……………………………………69
第三節 高二學生拋體運動問卷結果分析…………………………98
第五章結論與建議
第一節結論…………………………………………………………115
第二節建議與啟示…………………………………………………124
第一部份對教學的啟示……………………………………………124
第二部份對後續研究的建議………………………………………126
II
參考文獻
中文部分……………………………………………………………127
英文部分……………………………………………………………130
附錄…………………………………………………………………140
圖次
圖1-1研究架構圖………………………………………………………4
圖3-01 研究流程圖………………………………………………………34
圖4-01 ：S-001拋體運動構形設計圖（1）…………………………60
圖4-02 ：S-001拋體運動構形設計圖（2）…………………………61
圖4-03 ：S-001拋體運動構形圖………………………………………61
圖4-04 ：S-002拋體運動構形設計圖…………………………………63
圖4-05 ：S-002拋體運動構形圖………………………………………63
圖4-06 ：S-004拋體運動構形設計圖…………………………………64
圖4-07 ：S-004拋體運動構形圖………………………………………64
圖4-08 ：S-005拋體運動構形設計圖…………………………………65
圖4-09 ：S-005拋體運動構形圖………………………………………65
圖4-10 ：S-007拋體運動構形設計圖…………………………………67
圖4-11 ：S-007拋體運動構形圖………………………………………67
III
附錄次
附錄一、拋體運動專題實驗問卷（一）………………………………140
附錄二、拋體運動基本概念問卷（二）………………………………142
附錄三、拋體運動基本概念診斷問卷（三）…………………………144
附錄四、拋體運動專題實驗問卷（四）………………………………146
附錄五、拋體運動基本概念問卷（五）………………………………147
附錄六、拋體運動基本概念診斷問卷（六）…………………………149
附錄七、拋體運動基本概念診斷問卷（七）………………………151
附錄八、拋體運動基本概念診斷問卷（八）…………………………152
附錄九、拋體運動基本概念診斷問卷（九）…………………………153
附錄十、拋體運動基本概念診斷問卷（十）…………………………154
附錄十一、拋體運動基本概念診斷問卷（十一）……………………155
附錄十二、拋體運動成就測驗問卷（十二）…………………………156
附錄十三、拋體運動成就測驗問卷（十三）…………………………157
附錄十四、拋體運動成就測驗問卷（十四）…………………………158
附錄十五、拋體運動成就測驗問卷（十五）…………………………159
附錄十六、拋體運動基本概念問卷（十六）…………………………160
附錄十七、拋體運動基本概念診斷問卷（十七）……………………162

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