| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 106 === Abstract
The purpose of this study is to explore the differences in the characteristics of scientific models in textbooks and the views of scientific models in different units. The research uses qualitative analysis content analysis method and quantitative analysis. The research object selects four mainstream versions of Taiwan high school physics textbooks. According to the textbook unit and scientific model definition, the textbook content is divided into six major units and 44 models. Then use the five aspects of the scientific model perspective for content analysis, each of which can be subdivided into three levels, supplemented by narrative statistics to present the scientific model of the textbook, to understand the scientific model perspectives in the textbook and to explore the characteristics of different units.
The findings show four main findings about the textbook model: First, The highest proportion of "Purpose of models" in the textbook, the lowest proportion of "Nature of models" narrative. Second, the "Testing models" of the textbooks are particularly focused on the "LV2" narrative: comparing the model with the experimental results to judge whether the model is good or bad. Third, the atomic unit has the highest proportion of "Nature of models"; the thermal unit has the highest proportion of "Multiple models"; the optical unit has the highest proportion of "Testing models"; the highest ratio of force and motion units is "Changing models". "narrative. Fourth, the optical unit has more model views of "LV3". The characteristic is to use the model as a predictive tool to help build knowledge; the fluctuation unit has more "LV1" model views. The characteristic is to use the model to describe the appearance and treat the model as A copy of the entity.
All in all, this study analyzes the model view expressed in the textbooks of high school physics textbooks, and also confirms the differences in the characteristics of different units. This study suggests that textbooks should be written with a larger narrative of the Nature of models and incorporate different levels of scientific model perspectives for different units. Effectively improve students' learning and use of scientific models.
Key words: scientific models, the views of models in science, textbook
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