高二學生在理想氣體多重表徵教學前後心智模式的改變
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Date
2012-12-??
Authors
鍾曉蘭
Shiao-Lan Chung
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Publisher
國立臺灣師範大學
National Taiwan Normal University
National Taiwan Normal University
Abstract
學生在日常生活中的觀察，常無法察覺與體驗理想氣體的次微觀行為，易因氣體行為在巨觀現象中的表現而產生許多迷思概念或另有概念。本研究分析39位學生經過多重表徵模型教學（高二上學期的課程中實施，總計八節課，每節50分鐘）學習理想氣體相關概念（粒子觀、氣體體積定義、氣壓成因、影響氣壓因素、剛性粒子、氣體粒子分布／運動等）的想法改變情形，並利用14位標的學生（8位男生、6位女生）三次晤談（教學前、中與後）之口語及繪圖資料，進而探討學生心智模式的類型及演變情形。研究結果發現：經由具體動態的粒子模型教具及電腦動畫教學後，全體學生與14位晤談學生在氣體粒子觀、剛性粒子及氣體粒子分布／運動情形的迷思概念已修正為正確概念，然而在氣壓成因與影響氣壓因素兩個概念仍有一些迷思概念較難移除，或是產生概念回歸的情形。在心智模式的演變上，教學前僅有1位學生為科學模式，教學中有11位學生演變成科學模式（共有12位，85.7%）。教學後，11位學生中有2位學生回歸成重量模式、1位學生演變成引力模式，仍有8位學生的心智模式保持科學模式（共有9位，64.3%）。晤談資料顯示，教學前學生的心智模式多半具有融貫性、情境相依的特質，教學成效則支持多重表徵模型教學有助於學生氣體粒子觀的建構，同時學生亦能持續持有正確的觀點，此教學法可作為未來課室教學策略之參考。
Students often face tremendous challenges when learning ideal gas concepts. This is probably because it is difficult for students to experience the microscopic concepts in ideal gas models in their daily observations, and several misconceptions or alternative concepts occur as a result. Thirty-nine Grade 11 students participated in this study. Students were exposed to eight 50-min teaching periods, 14 students (8 males and 6 females) were interviewed, and their verbal and drawing data were collected. This study analyzed concepts related to ideal gas (particle view, gas volume definition, pressure effect, factors affecting pressure, rigid particles, and the distribution and motion of gas particles) in 14 students by using verbal and graphic data retrieved from 3 interviews (before, during, and after instruction). We also analyzed types of ideal gas mental models that the students use, and the evolutionary processes they follow. The results indicate that dynamic particle model concrete teaching aids, ideal gas model slides, and a computer animation and simulation program changed the 14 student conceptions of gas particle views, rigid particles, and the distribution and motion of gas particles. However, 2 incorrect conceptions—causes of gas pressure and factors of gas pressure—hardly changed and even regressed to their pre-instruction conceptions. The evolution of mental models shows that only one student used the scientific model before instruction. After 4 periods of multi-representational modeling teaching activities, 11 students changed their conceptions from incorrect ideal gas models to scientific models (12 students or 85.7%). Of the 11 students, 2 students reverted to the weight model, 1 student used the attractive force model, and 8 students still held the scientific model after 8 teaching periods.
Students often face tremendous challenges when learning ideal gas concepts. This is probably because it is difficult for students to experience the microscopic concepts in ideal gas models in their daily observations, and several misconceptions or alternative concepts occur as a result. Thirty-nine Grade 11 students participated in this study. Students were exposed to eight 50-min teaching periods, 14 students (8 males and 6 females) were interviewed, and their verbal and drawing data were collected. This study analyzed concepts related to ideal gas (particle view, gas volume definition, pressure effect, factors affecting pressure, rigid particles, and the distribution and motion of gas particles) in 14 students by using verbal and graphic data retrieved from 3 interviews (before, during, and after instruction). We also analyzed types of ideal gas mental models that the students use, and the evolutionary processes they follow. The results indicate that dynamic particle model concrete teaching aids, ideal gas model slides, and a computer animation and simulation program changed the 14 student conceptions of gas particle views, rigid particles, and the distribution and motion of gas particles. However, 2 incorrect conceptions—causes of gas pressure and factors of gas pressure—hardly changed and even regressed to their pre-instruction conceptions. The evolution of mental models shows that only one student used the scientific model before instruction. After 4 periods of multi-representational modeling teaching activities, 11 students changed their conceptions from incorrect ideal gas models to scientific models (12 students or 85.7%). Of the 11 students, 2 students reverted to the weight model, 1 student used the attractive force model, and 8 students still held the scientific model after 8 teaching periods.