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使用系統基模促進高中學生改變力的迷思概念及正確描繪力圖表徵之研究

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圖 1    A、B 兩球球陎光滑,靜置於一光滑箱內之情境圖、系統基模及力圖
表 2    學生描繪系統基模學習單之實例  情境圖  猜想力圖  系統基模  正確力圖  A、B 兩球球陎光 滑,靜置於一光滑 箱內  (二)教學模式  系統基模的教學模式亦分為系統基模簡介及學習單兩部份。簡介部份的教 學模式,採傳統講述式教學,由研究者親自授課。學習單部份的教學模式,則 採建構主義取向的教學方式,先請同學上台演練講解,再請其他同學提問並由 台上學生回答,最後再由研究者進行總結評論。詳細的系統基模教學過程如下: (一)在課程將要進入靜力學單元前,先發给學生所有的系統基模學習單,要求學 生利
表 4  實驗組學生(48 人)與對照組學生(49 人)之力的主要迷思概念及力的主要迷 思概念改變的結果  主要 迷思 概念  實驗組  對照組  迷思概念內容 人數 比例 概念改  變人數  概念改 變比例  人數  比例  概念改 變人數  概念改 變比例  2C  17  35.42%  5  29.41%  9  18.75%  2  22.22%   物體運動方向必受力  2D  20  41.67%  10  50.00%  23  46.94%  4  17.39%   物體運動方向必受力
表 7    力的概念測驗後測成績之組內變異數同質性考驗  F 檢定  分子自由度  分母自由度  顯著性  1.39  1  95  .24  最後進行共變數分析,經排除共變項(前測)對依變項(後測)的影響後,可得 「力的概念測驗」後測成績調整後的帄均值,如表 8 所示。  表 8    力的概念測驗後測調整後的成績  組別  帄均值  標準誤  95%  信賴區間  下限  上限  實驗組  14.60  .57  13.45  15.73  對照組  12.20  .57  11.07  13.32

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