王春奎鍾靜2014-10-272014-10-272004-04-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/17207本文採用質性研究，藉由與42名幼稚園至國小六年級的各年齡層兒童進行半結構訪談，找出幼稚園至國小六年級兒立在『速率』概念上的表現差異及有關『速率』概念的迷思為何？以期作為未來設計教學及評量的參考。研究發現：兒童生活經驗以及背景知識，會影響期進率概念，不同年齡層兒童對進率語詞的認識和對快慢的判斷，存有很大的差異性。低年級及幼稚園兒童，判斷快慢時，不注意距離以及時間的交互影響，而是以輪子的轉動、超越現象以及到達終點先後等做為判斷的依據。中年級的兒童判斷快慢的依據，除超越現象以及到達終點的先後外，已經注意到移動距離的遠近、時間花費的長短，均會影響到運動的快慢。高年級兒童已明瞭速率、距離、時間三者之間的相互關係，所以判斷快慢時逐漸超脫直接比較的方式，而以量化的方法進行。This is a qualitative study. The researchers took a semi-structured approach, interviewing forty-two children in order to discover the differences with regard to performance and misconceptions about "speed" between kindergardeners and first to sixth graders. The conclusions of this study may be applied to teaching projects or to the evaluation of primary school learning in the future. The main conclusions were as follows: children's experiences and knowledge have an influence on their conception of speed, and children of different ages show large differences in their awareness and ability to judge speed. In judging the speed of moving cars, children in kindergarten, first and second grade don't pay attention to the interaction between distance and the time-line; they only consider the movement of the wheels of automobiles, and who overtakes whom or who arrives first. However, third and fourth graders can see that the distance and time-line of movement are direct effects and thus measures of speed. Fifth and sixth graders are able to learn the relationships between speed, distance and the time-line, so that they need not depend on direct comparison; they can use a quantitative method to determine speeds.速率概念迷思概念半結構訪談Conception of speedDistanceTime-lineMisconceptionSemi-structured approach