A Study on the Misconcepts and Two-tier Diagnostic Instrument for the Topics of "Magnetic Effect of Current" and "Inducing Current" in the Muddle School Students

• Main Authors: Tang, Jeng-Wen, 唐健文
• Other Authors: Lian, Kun-Der
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/24099057723259668728

碩士 === 國立高雄師範大學 === 物理學系 === 89 === The main purpose of this research is to investigate the high school students’ misconcepts for the two units: “magnetic effect of current” and “inducing current”, and develop its two-tier diagnostic instrument. This research began with document study, questionnaires survey and interviewing from high school senior teachers. First step was to explore high school students’ knowledge about “electricity” and “magnetism”. Second, we used open-questionnaire and qualitative interview to further understnd students’ knowledge. At last, we developed the two-tier questionnaire, then tested a large number of students to realize students’ misconcepts for the two units: “magnetic effect of current” and “inducing current”. This program adopted five instruments to collect the necessary information. We used “the teacher electromagnetic questionnaire” and “the teacher electromagnetic interview instrument” to servey high school students’ knowledge, then employed “the high school student open questionnaire” and “the high school student interview instrument” to survey students’ electromagnetic concepts. Finally we set up the two-tier diagnostic instrument for the topics of “magnetic effect of current” and “inducing current”. The samples were 20 high school teachers and 17 classes of students from five junior and senior high schools in the southern part of Taiwan. For setting up the two-tier diagnostic instrument, the samples were 307. The findings of the result were as follows: 1.The middle school students had a lot of misconcepts in the topics of “magnetic effect of current” and “inducing current”. 2.Four different kinds of score methods were developed for the two-tier questionnaire. The fourth score method got the highest internal consistency reliability and its Cronbach-α was 0.8567. Thus, the fourth score method was used to carry through this research. 3.There was an obvious score difference in the four different neighboring grades of students. Furthermore, the score made a significant difference in the neighboring grades. 4.Students’ score had no obvious difference in the sexuality.