- 作者: 陳文典; 劉德生
- 作者服務機構: 國立臺灣師範大學物理系; 台灣省板橋國民小學教師研習會
- 中文摘要: 對於現象的熟悉,未必表示對於此現象的了解。熱現象是自身及生活上切身的經驗,在探討學童對於熱與溫度概念的認知情況時,我們發現許多學童心中所想的分子模型、溫度、熱量、以及溫度與熱量之間的關係等之認識,和科學上的概念長有所不同。學童使用同一概念(例如說溫度),在遭遇的情境不同時,其內涵的意義常會更換而不自覺,對有些概念間(例如溫度與熱量)的關係的認識也很混淆,面對不同情境也不自覺地採用不同的定義,而不以為矛盾。這種概念上缺乏明確的涵義,和概念之間在推論上缺乏協調一致的結果,可能源自於習慣上以經驗和直覺來處理事務,並未作科學性思考的緣故。教學工作,在於提供使這些變因、概念同時出現的情境,提出天然概念上可能因為不週延、不明確而造成的矛盾的關鍵性問題,來促進學童對已持有的概念作一翻檢視、修訂,已建構出適用範圍大,且協調一致的概念體系,即健全的科學知識。
- 英文摘要:
Being familiar with a phenomenan doesn’t necesarily imply true understanding. Thermal phenomena are such kinds of experiences which are closely related to our daily life. In our investigations, it’s found that students already get the concepts of temperature, heat, molecule and the relations between temperature and heat. We also find that these naïve concepts are usually faraway different from the real scientific concepts.
Sometimes students make use of a concept and unconsciously make adaptations for temporary needs caused by different situations encountered. It is the naïve concept which is formed unmindfully without rigorous speculation.
To stimulate learning effectively, teachers must skillful afford environment in which the concerning concepts appear simultaneously, and propose crucial questions to expose the contrasts or incompleteness of students’ naïve concepts, so as to push them to review, correct and rebuild their concept system. - 中文關鍵字: 溫度; 熱
- 英文關鍵字: Temperature; Heat