| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 90 === The purpose of this study is to discover the performances differences regarding "velocity" concoption in kindergarten children to sixth-grade elementary school children and to find out about the misconception of “velocity” among of the different age level. this study for the future can be a reference for the project method of teaching, and for the development lesson plan of analysis, and curriculums. There are three questions in this study: (1) What is the knowing of velocity among different aged children? (2) How can one judge the velocity (fast or slow) of doing exercises among different aged children? (3) What is the misconception of velocity among different aged children?
This is a qualitative research, which uses the method of semi-structured interviews to gather the descriptive data, which is then analyzed to obtain meaningful results. According to the results of the research, the purpose of this study was attained.The research included a pre-interview and a formal-interview. The children who were researched had not learned the conception of speed, with the except of the sixth-graders who had learned about speed from their fifth-grade textbook which was published in 1975.
The results follow: according to children’s life experiences and knowledge, the conception of velocity will be affected and the knowing of velocity and the judgment of fast and slow for the different aged children exist differentially. The children in low-grades (kindergartners included) think that the velocity indicates fast and slow. They judge fast and slow without paying attention to the affects of distance and time, however they think automobiles (the movement of wheels), overtaking, who’s in front or who arrives the end first to judge the velocity. Besides above statement, the third-graders and fourth-graders also understand and notice that the distance of movement and time spent will affect the exercise of fast and slow. High-graders understand to have the relationships among velocity, distance and time, therefore they judge fast and slow with the quantitative method (one dimensional and two dimensional analysis of velocity) instead of direct comparison (ex: overtaking, who arrives at the end, who’s in front).
Finally, according to the results, suggestions are provided for teaching, evaluating, lesson planning and developing of future research.
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