國小學童靜磁概念之研究

• Main Authors: 林鼎富, Lin Ting-Fu
• Other Authors: 曾耀霆
• Language: Chinese; English
• Subjects: static magnetism; magnet; conception; misconception; tow-tiers diagnostic test; 靜磁; 磁鐵; 概念; 迷思概念; 二段式診斷測驗; North Pole; South Pole; South pole
• Online Access: http://140.127.82.166/handle/987654321/4963; http://140.127.82.166/bitstream/987654321/4963/1/index.html

數理教育研究所 本研究主要目的在探討國小學童有關靜磁概念之想法，進而從中分析國小學童有關靜磁之迷思概念，及可能造成迷思概念的原因。並比較不同性別、不同年級的學童對靜磁概念理解的情形。 研究是採質與量並重的研究方法，先以半開放式的問卷廣泛收集學童的想法，再輔以POE晤談方式深入探究學童的概念結構，最後以所收集的資料做為發展「國小靜磁二段式概念診斷測驗」之基礎，繼而對高雄市五所小學三、六年級的學童進行施測。在樣本部分：半開放式問卷施測72人；施測後從中選取20人進行POE晤談；二段式概念診斷測驗總共施測334人。 研究結果發現學童在現行國小磁鐵課程有關磁鐵的本質、磁極方面及磁力方面等三大主題，受到學校的教學及日常的生活用語的影響有20種主要的迷思概念，研究結果基本上與文獻具有相同的結果。而在性別變項上，男女生學童對於磁鐵概念理解並無顯著不同。在年級變項上，六年級學童對磁鐵概念的理解優於三年級學童。另一方面依據學童的主要迷思概念，研究者亦歸納出10項學童對於磁鐵概念的錯誤思考模式，以做為未來進一步研究參考之用，列舉如下： 有關磁鐵本質的部分 一、 直觀模式：直覺地以磁鐵外形判斷磁力的強弱。 二、 等同模式：認為被磁鐵吸引的物質，亦具有如磁鐵般的磁性。 三、 整體模式：認為磁鐵若破裂了，因失去完整性使得磁力消失。 有關磁極的部分 四、 大區段模式：磁鐵的磁力每個部位都一樣。 五、 二區段模式：將磁極在兩端的長條形磁鐵，從中區分為兩段一段為北極，另一段為南極。 六、 三區段模式：將磁極在兩端的長條形磁鐵分為三段，左右兩段是磁極的部分，一段為北極，另一段為南極，另一段則為中間部位。 七、 粒子模式：把「磁性」想像成粒子，N、S極是粒子的聚集處。 有關磁場(超距力)的部分 八、 阻隔模式：阻隔物會阻隔磁力。 九、 傳導模式：磁力經由介質傳導。 十、 阻隔物特性模式：阻隔物本身的特性會影響磁力。 The purpose of this study is to investigate elementary school students’ understanding about static magnetism and to further analyze the misconceptions that elementary school students may have about static magnetism as well as the possible reasons that lead to misconceptions This research also compares the understandings of students with different genders and grade levels toward the concept of static magnetism This study adopts qualitative and quantitative research methods First semi-opened questionnaires were used to extensively collect the ideas of students and secondly accompanied by prediction-observation-explanation (POE) interview to penetrate investigating students’ conception construct; finally the collected data were used as a foundation to develop a “ two-tiers concept diagnostic test for static magnetism in elementary schools” and then the test was applied to the third and sixth graders of five elementary schools in Kaohsiung City As for the samples semi-open questionnaires were applied to 72 students and then after the test 20 students were selected for POE interviews The two-tiers concept diagnostic test was applied to a total number of 334 students The results of the research show that under the influence of school curriculum and daily conversation students have 20 types of major misconceptions on the three main topics of current elementary magnetics: natures of magnets magnetic poles and magnetic force The results are basically the same with the results of other research documentations on the same subject For the variable of gender male and female students have no significant difference on the understanding of the magnetic concept For the variable of grade sixth graders have shown better understanding of the magnetic concept than the third graders On the other hand according to the major misconceptions of students the researcher also concluded that there are 10 erroneous models of thinking that students may have regarding the concept of magnetics which could serve as references for further researches in the future The 10 models are listed below: Regarding the natures of magnets: 1 Visual model: Intuitively determine the strength of the magnetic force by looking at the shape of a magnet 2 Equalization model: The impression that substances that are attracted by magnets would also have the same magnetism as magnets 3 Integrity model: The impression that a broken magnet would lose its magnetism due to the loss of integrity as a whole Regarding magnetic poles: 4 Large Section model: The magnetic force of a magnet would be the same at any part of a magnet 5 Two-section model: Divides a rectangular magnet with magnetic poles at 2 sides from the middle into two sections in which one section represents the north pole and the other section represents the south pole 6 Three-section model: Divides a rectangular magnet with magnetic poles at 2 sides into three sections in which the left and right sections are the magnetic poles and one section represents the north pole one section represents the south pole while the other section is the middle part 7 Particle model: Imagining “magnetism” as particles and N and S poles are where the particles aggregate Regarding the magnetic field (Action-at-a-distance force) 8 Block model: blocking materials would block the magnetic field 9 Conduction model: Magnetic force conducts through a medium 10 Blocking Material Characteristic model: The characteristic of blocking material itself would affect the magnetic force