速度概念

最近更新時間: 07/07/2011 8:44 AM


在中小學的數學與科學課程中,『速度』一直是令學生相當困擾的單元之一。

在目前現行國小的教科書中,『速度』單元安排在國小高年級的數學及自然課程中(註1)。國中的自然與生活科技的課程則安排在國三上。

國小數學及自然和國中自然與生活科技對『速度』單元的內容及定義是不太一樣的。

在國小中,教的是速度等於距離除以時間。但國中課本去要學生分辨速度和速率的不同:平均速度等於『位移』除以時間,而平均速率是『路徑長』除以時間。這樣的不一致,造成學生學習上的困擾。

在此想探討的幾個問題是:


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註1:相關課本為

D.E. Trowbridge and L. C. McDermott, "Investigation of student understanding of the concept of acceleration in one dimension," Am. J. Phys. 49 (3), 242 (1981).

This paper describes a systematic investigation of the understanding of the concept of acceleration among students enrolled in a variety of introductory physics courses at the University of Washington. The criterion for assessing understanding of a kinematical concept is the ability to apply it successfully in interpreting simple motions of real objects. The main thrust of this study has been on the qualitative understanding of acceleration as the ratio delta v/at. The primary data source has been the individual demonstration interview in which students are asked specific questions about simple motions they observe. Results are reported for the success of different student populations in comparing accelerations for two simultaneous motions. Failure to make a proper comparison was due to various conceptual difficulties which are identified and described. Some implications for instruction are briefly discussed.

D.E. Trowbridge and L. C. McDermott, "Investigation of student understanding of the concept of velocity in one dimension," Am. J. Phys. 48 (12), 1020 (1980).

This paper describes a systematic investigation of the understanding of the concept of velocity among students enrolled in a wide variety of introductory physics courses at the University of Washington. The criterion selected for assessing understanding of a kinematical concept is the ability to apply it successfully in interpreting simple motions of real objects. The primary data source has been the individual demonstration interview in which students are asked specific questions about simple motions they observe. Results are reported for the success of different student populations in comparing velocities for two simultaneous motions. It appease that virtually every failure to make a proper comparison can be attributed to use of a position criterion to determine relative velocity. Some implications for instruction are briefly discussed.


本頁的網址:http://memo.cgu.edu.tw/yun-ju/CGUWeb/SciEdu/Velocity/HomeVelocity.htm


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最近更新時間: 07/07/2011 8:44 AM