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科學語言遊戲對概念改變之研究:以溶解為例

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表 2-3-2 國內外溶解迷思概念相關研究
表 3-1-1 教案相對應的教學目標、迷思概念類型、教材和溶解概念評量試題  教案一  教學目標  密度不同的物質有些可溶於水、有些不可溶於水,不可以物質的密度來 判斷是否可溶於水。  期望改變的迷思概念類型  一、「以物理性質(密度或輕重)判斷可否互溶」的迷思概念  教材  活動學習單一  溶解概念評量試題  3、8、20、28、30  教案二  教學目標  1.狀態相同的物質有些可以互溶、有些不可互溶,不可以物質的狀態判斷是否互溶。  2.類別相同的物質有些可以互溶、有些不可互溶,不可以物質的類別判 斷
表 3-3-2 各題前後測選答一致百分比與列聯係數分析 題號  選答一致百 分比  列聯係數(C)  題號  選答一致百分比  列聯係數(C)  1 94.4% .584** 17  91.7% .343*  2  94.5% .489** 18 91.7%  .564**  3  86.1% .445** 19 83.3%  .562**  4  77.7% .535** 20 72.2%  .374*  5  88.9% .614** 21 86.1%  .471**  6  75.0% .410**
表 4-1-3「第一類型迷思概念」之前測答對率分析(第一次教學)  題號  答對率百分比  「以密度大小判斷可否互溶」的迷思概念評量試題  03  汽油不會溶於水,是因為汽油密度比水小的關係(ㄨ)  35.1  08  清潔劑(例如:洗碗精)倒入水中,會互相溶解,是因為洗碗精密 度比水大的關係(ㄨ)  46.0  20  丙酮溶解於水,是因為丙酮和水密度接近的關係(ㄨ)  29.7  28  因為酒精的密度小於水,所以不會溶於水(ㄨ)  62.2  30  不溶於水的酯類,是因為酯類密度比水小的關係(ㄨ)
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