假設每個電池、燈泡都是相同的情況下，也就是電池都是新的，燈泡也是好的，所有下面不 同的電路連結，請回答下列各問題：
一、手電筒裡面放三個乾電池，如下圖所示：
當手電筒的開關打開以後，燈正亮起來，你認為流過三個電池的電流是怎麼樣？
（1）流過一號電池的電流最多
（2）流過二號電池的電流最多
（3）流過三號電池的電流最多
（4）流過三個電池的電流一樣多
理由：
二、電路如下圖，甲乙燈採用並聯方式，
當甲燈壞了，乙燈會怎麼樣？
（1）不亮
（2）更亮
（3）不受影響仍與正常時一樣亮
（4）會亮但更暗
理由：
3 2 1
乙 甲
三、下面電路圖，兩燈都是好的、新的，那兩燈會怎麼樣？
（1）甲亮乙不亮
（2）乙亮甲不亮
（3）甲乙都會亮 ( 4 ) 甲乙都不會亮
理由：
四、下面的兩個電路圖，假如甲、乙兩燈都會亮，你認為哪一個燈會較亮呢？
（1）甲燈較乙燈亮
（2）乙燈較甲燈亮
（3）甲、乙燈一樣亮
（4）不確定，有時甲燈較亮，有時乙燈較亮。
理由：
甲
乙
五、下面的兩個電路圖，假如甲、乙兩燈都會亮，你認為哪一個燈會較亮呢？
（1）甲燈較乙燈亮
（2）乙燈較甲燈亮
（3）甲乙燈一樣亮
（4）不確定，有時甲燈較亮，有時乙燈較亮。
理由：
六、下面的兩個電路圖，假如甲、乙兩燈都會亮，你認為哪一個燈會較亮呢？
（1）甲燈較乙燈亮。
（2）乙燈較甲燈亮。
（3）甲、乙燈一樣亮。
（4）不確定，有時甲燈亮，有時乙燈亮。
理由：
七、在公寓房子的設計中，往往在樓梯間裝有電燈，在由 1 樓上 2 樓希望使 1、2 樓梯間之電 燈燈亮起來，而上了 2 樓後又要將 1、2 樓間之電燈關掉，你可幫忙小明判斷此種電路之 設計是下列那一圖呢？
（1）甲圖
（2）乙圖
（3）甲和乙圖都可以
（4）甲和乙圖都不可以
理由：
八、底下有一個電路兩燈都是好的、新的，請問小朋友圖中的燈會怎麼樣呢？
（1）只有甲燈會亮
（2）只有乙燈會亮
（3）甲、乙兩燈一樣都會亮
（4）不確定，有時甲燈較亮，有時乙燈較亮
理由：
甲 乙
Study of Conception Change on Electricity units in 5th Grade Students in Taiwan.
Dr. Chen, I-shin
Department of Science Education and Graduate Institute of Science Education, Taipei Municipal Teachers College
Abstract
The main goal of the study was to probe and remedy the electricity unit misconceptions of 5th grade students. In order to change the students’ misconceptions into mainstream science concepts.
The researcher had designed the cognition confliction-teaching strategies to shift the students’
misconceptions into mainstream science concepts.
The instrument was designed and modified by the researcher from 2000 to 2003. It included eight examination questions: 1) Examination question 1: There are three batteries in the flash light box, to evaluate which one owns the most current among three batteries, 2) Lamp A and lamp B are
in-parallel with one battery, but lamp A is out of order, what happens to lamp B? 3) Lamp A and lamp B are in-series with one battery, what happens in this device of lamps and battery? 4) One lamp is connected with two in-series batteries, and another one is connected with two in-parallel batteries, which lamp is brighter in this device? 5) One battery is connected with one lamp, and one battery is connected with two in-parallel lamps, which lamp is brighter in these devices? 6) One battery is connected with one lamp, and another one battery is connected with two in-parallel lamps, which lamp is brighter between these two devices? 7) There’s a bulb between the first and the second floors of an apartment building. Which device allows the user to switch on and off the light from both the first and second floors? 8) Both bulbs and the battery in the device are new and function properly. The same poles in the bulbs are connected and the other pole connected respect to two different poles of the battery. What happens in the device? The researcher had completed the tests and interviews with students. The outcomes of the 13-sample students’ examination for the study had been found:
The researcher found that the students’ misconceptions included daily inappropriate analogies conception, incorrect criteria of ratio (number of batteries/number of bulls), students’ specific thinking styles and inappropriate conception transformation. It had replaced with scientists’
conceptions during one year. By using cognition confliction-teaching strategies can overcome the misconceptions. The comments and suggestions will be provided to elementary school science teachers and science educators for teaching and research.
Key words: Mainstream science concepts, misconceptions, cognition confliction-teaching strategies