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科學語言遊戲對燃燒之迷思概念改變的研究

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表 2-1-2  迷思概念成因相關研究彙整
表 2-1-3  燃燒迷思概念研究彙整  研究者  研究對象  燃燒迷思概念  Driver (1985)  中學  1.之盪空氣或氧是燃燒的必要條件,但對其作用並不清楚。   2.燃燒會產生煙或類似煙的物質。    3.對於化學變化中系統的界定,是以可以觀察的系統來 進行守恆推理,忽略看不見的反應物或產物。  Meheut, Saltiel,  & Tiberghien    (1985)  11-12歲  1.認為蠟燭燃燒只是熔化,而酒精燃燒是蒸發的現象,所以燃燒前後物質相同。 2.認為燃燒後物
表 3-4-1 活動單內容分析  活動單名稱  對應教學部分  目的  燃燒是什麼  燃燒現象  了解燃燒現象的科學概念,導正燃燒現象錯誤 的迷思概念  燃燒要素大搜索  燃燒三要素  針對燃燒概念三要素,用語言遊戲來讓學生清楚明白燃燒所需的必要要素,缺一不可,導正 無法全面考量燃燒要素的迷思概念  燃燒前後大變身  物質變化  與燃燒產物  了解熔化與燃燒的差異,導正將熔化錯認為燃燒這方面的迷思概念  二、燃燒概念評量詴題          本研究之測驗工具是利用先前研究(粘福揚,2009)所發展的燃燒概
表 3-4-4  訪談大綱  教 學 前 訪 談 大 綱  感謝老師接收我們的訪談,為了不遺漏訪談內容,是否可接受錄音記錄? 1.請問您教學年資幾年?其中教授理化科目幾年? 2.您帄常的教學方式為何?是否按照課本的順序、方式進行教學? 3.您是否曾教授過與燃燒概念相關的單元?  4.根據您的教學經驗,學生常在此單元的學習上,容易產生什麼困難?或出現什麼錯誤的概念? 5.對本研究之教學設計的教學方式,您認為有何特色?您覺得與一般的教學有何不同? 6.您對於本研究之教學設計有哪些部分不了解或有疑問之處?(教法、
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