陳育霖Chen, Yu-Lim郭旻叡KUO, MIN-JUI2023-12-082027-08-152023-12-082022https://etds.lib.ntnu.edu.tw/thesis/detail/858d4834e4c4249716ca640f3f33c8d4/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/121139摘要 浮力為物理的基礎且必修單元之一，其重要性不可言喻。而台灣每年都會培養優秀的科學人才參與國際奧林匹亞競賽，學生在做其相關試題時出現的浮力迷思概念對往後的學習影響甚遠。 因此，本研究主旨為探討已完成學習浮力相關自然課程單元的國三生在解2021奧林匹亞國家代表隊初選試題的浮力題目時是如何運用已學過的浮力概念答題，並依其初選試題運用的概念來設計浮力概念延宕試題，以二階段式（Two-Tier）測驗診斷的方法研究，深入探討學生在解題過程中遇到哪些相關的迷思概念及受到哪些因素導致答題表現。 本研究的研究對象共分兩部份，第一部份為物奧初選之全國參賽者，並針對其國三參賽者作深入探討，第二部份則為國三受試者，為本研究對象之國三普通生代表。從研究結果中可以得知國三參賽者在浮力試題的作答表現明顯高於國三受試者，學生應加強學習並理解其浮力原理的實質，尤其針對較複雜題型的解題能力，對公式應用的條件、範圍多加注意，才能訓練學生有較好的學習遷移能力。其存在的浮力迷思中包含: 學生認為物體只有在接觸水時才會排開液體而改變浮力； 物體在水中的位置越高所受到的浮力越大；認為同一物體，不論在液面下的體積大小，其浮力都不會改變等等，在研究結果中也發現若題目的物體是在開放系統中，部份學生會忽略液體有溢出容器的可能性。另外，經研究發現學生對相同概念但是不同題目的浮力問題其答題表現不同，且部份學生在做相關的題目時未以浮力概念作答，而以舊有觀念或部份知識來解題，尤其是在蘊含特定場景的問題情境中，會引起學生的認知衝突而答題錯誤。建議未來教師在編製相關浮力相關試題和教程時可以採用多種不同的題型；除了概念題外，生活情境題能讓學生磨練不足的地方，也可以準確的評量學生的能力和迷思概念。關鍵字: 浮力、迷思概念、奧林匹亞Abstract Buoyancy is one of the basic and required units of physics, and its importance goes without saying. The outstanding scientific talents in Taiwan are trained every year to attend the International Olympiad Competition, and the buoyancy myth concepts appear as doing related questions have far-reaching effects on their future learning. Therefore, the purpose of this research is to study how 9th grade students who have learned buoyancy-related natural courses apply the buoyancy concept learned to answer questions regarding the exam of the preliminary selection in Taiwan in 2021 for the International Physics Olympiad (IPhO), and design the delayed posttest for buoyancy based on the concept applied in preliminary selected questions. The two-tier diagnosis approaches are adopted to deeply discuss which myth concepts would be encountered in the process of solving problems and factors affecting the performance.According to the research results, the performance of 9th grade contestants participating in the preliminary selection of IPhO in Taiwan in 2021 was obviously better than general 9th grade contestants in terms of answering buoyancy questions. The performance of students is various aiming at different buoyancy questions using the same concept. In addition, some students failed to answer with buoyancy concepts as doing related questions but used old concepts or partial knowledge for the answer. Especially the questions containing specific scenes may cause students' cognitive conflicts and give wrong answers. Keywords: Buoyancy; Misconception; IPhO浮力迷思概念奧林匹亞BuoyancyMisconceptionIPhOetd