從國中學生的認知發展探討浮力單元的教學問題

Yun-Ju Chiu

Research output: Contribution to journalJournal Article peer-review

Abstract

現行國中教材的浮力單元安排在國二的下學期,不管是教還是學,都有相當的困難。根據皮亞傑的認知發展理論,未達形式操作期的學生,無法分辨體積與重量的概念,而我們的國二學生還有相當大的比例未達形式操作期。本文回顧黃湘武過去的研究,從學生的認知成長發展探討在此單元學習上的迷思概念與學習困難,期能在瞭解以上教學的問題之後,進一步建構與發展適才適性且師生雙贏的浮力教材及教法。
Either teaching or leaning the unit of buoyancy in the eighth grade is not an easy task. According to Piaget’s cognitive developmental theory, students tend to have difficulties in differentiating between volume and weight before entering the formal operational stage. Moreover, a large percentage of our eight-graders are not during the formal operation period. In this study, by reviewing the researches of Hsiang-Wu Huang, the author explores students’ misconception of buoyancy and their learning difficulties from the perspective of cognitive development. This paper intends to help teachers to bring out the students’ preconceptions before instruction, and adopt appropriate instructional strategies to remind students of the conflicts and inconsistencies in their thinking.
Original languageChinese (Traditional)
Pages (from-to)107-112
Journal物理教育學刊
Volume14
Issue number2
StatePublished - 2014

Keywords

  • Buoyancy
  • Cognitive development
  • Formal operation period
  • Piaget

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