| Summary: | 碩士 === 國立師範大學 === 物理研究所 === 83 === This research tries to investigate the formative mechanism of
learning of science under the control of social mechanism,
using Hussel''s nature of phenomenology as a basis, also the
point of view of post-positivism and cognition of society. On
the basis of theoretical structure, we devise three types of
quetionaire, density, pressure and volume of student samples
also information coding system,via an analysis of a writing
test(373 people), we hope that we can get the the psyc-
hological model of buoyancy concept of the students in terms of
the ways of density, pressure and volume in nature of phenomen-
ology method. Our results are as follows:(1) 30% of the
students using three kinds of scientific paradigm density,
pressure and volume to deduce do realise to choose a scientific
paradigm knowledge to adeduce and interpret.the other 70% are
do not.(2) The three groups of students formulating buoyancy
concept show different characteristics 1. quetionaire A density
type: confro- nting the contradiction of quetionaire D,these
students show the conversion of knowledge deduction by the
ordinary usage of langu- age gives 15% of acuracy. but the use
of scientific language to deduce is not obvious.2.quetionaire B
pressure type: mistake in ordinary language usage increases
20% more mistakes of scienti- fice language increases 7% more,
the others are not obvious; pe- rcentage that applies the
scientific language correctly drops from 45% to 20%, a lowering
of 25%.3.quetionaire C volume type: mistake in ordinary
language usage increases 20%, the others are not obvious.(3)
Analysing the deducing process of students by types of
questionaire density,pressure and volume. We discover four
types of model:1.describing the situation 2.ordering the
situation 3.the rules are wrong,but it is of logical type.4.
the rules are correct, also logical the proportion of the four
models depend on the types of question.
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