台北市國民小學中年級兒童對物體運動快慢與力之間的另有概念分析研究

• Main Author: 陳美月
• Other Authors: 全中平
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/37922399096928463695

碩士 === 國立台北師範學院 === 數理教育研究所 === 90 === Abstract “Motion and Force ” is the important concept in elementary natural science. In this research that alternative conceptions related with the motion of an object applied force in third and forth graders is investigated. In this research, using the Interview-about-Instances interviews with each individual. There were a total of sixty Taipei Nei Hu Elementary School students involved in the interviews. Three third grade classes and three fourth grade classes were selected and ten students from each class were randomly sampled. The content of the individual student interview included three parts: (1) the motion of an object, (2) the pulling force of gravity working on a vertically moving object and causing it to move, (3) the push-and-pull forces working on a horizontally moving object and causing it to move. Interview instrument is designed in the research to understand third and fourth graders’ alternative conceptions relating the motion and force. The students’ interview results were analyzed in the following： I. For the motion： 1.When two cars set off and get to the destination, both at the same time, but with different routes, it was found that most third and fourth graders estimate the motion by the routes’ length taken. 2. When two cars set off at different starting times, but get to the destination at the same time, using the same route, third and fourth graders estimate the motion mostly by the time of start. From the observations above, it was found that most of the third and fourth graders estimate the motion by intuitive thinking processes rather than by judging the motion by the distance traveled and time of travel. II. The pull force of gravity working on a vertically moving object and causing it to move： 1.Most third and fourth graders think that the force on the upward object decreased little by little. They have the conceptions of “impetus”. 2.Third and fourth graders also have the thought that the upward thrown object’s motion is a force motion and the falling of an object is a natural motion. III. The push-and-pull forces working on a horizontally moving object and causing it to move: 1. Most third and fourth graders think there’s a force applied in the direction of the moving object. They have what is called the alternative concept of “Motive forces.” In accordance with these preliminary research results, the following recommendations are provided: 1.Primary school teaching materials concerning the motion are too difficult for third and fourth graders. They would be better covered in the fifth and sixth grade curriculum so as to match the children’s cognitive development. 2.The content of “there’s a force, there’s a movement” should not be in the textbook alone. The content concerning the moving speed, i.e., “it will move even without the force applied” and “the moving direction is not the force direction”, should be included to prevent children develop the alternative conceptions of “motive forces”. 3.Teachers should avoid the personification manner of talking lest children develop the human-centered alternative conceptions.