A study of using Digital Images to facilitate vocational senior high school students’ concept learning about the “Force and Motion”

• Main Authors: SAM LIU, 劉永山
• Other Authors: HUEY-POR CHANG
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/33498431467930012367

碩士 === 國立彰化師範大學 === 科學教育研究所 === 93 === Abstract The purpose of this study attempted to facilitate vocational senior high school students’ concept learning about the unit “Force and Motion” by using Digital Images. The research methods were conducted as follows： （1）Using Digital Images VCD and a closed paper and pencil test to compare the pretest with posttest of 71 students from 2 classes. （2）Compare using Digital Images VCD with just using a closed paper and pencil test of 147 students from 4 classes. （3）Using t-test and statistical analysis of the variance, to compare the results of （1）and（2）separately. Several findings were obtained through this study： （1）After instruction, the students’ misconceptions about the unit “Force and Motion” showed significant differences and it indicated that appropriate instruction helped to improve the students’ misconceptions. In addition, the position and motion of an object, the action of forces, gravity, the action and reaction force, force and motion were the misconceptions of students’ about the unit of “Force and Motion” acquired by the interview, pretest and posttest of students. Furthermore, the characteristic of the students’ misconceptions were mentioned as follows: 1. Some of students can not understand the difference between “Path” and “Displacement”. 2. Some of students can not distinguish “Average Velocity” and “Average Speed”. 3. Some of students think that there still exists force on the object even it was apart from hand. 4. Some of students can not distinguish “Velocity” and “Force” and think they are co-exist. 5. Some of students think that there still exists force on the object when it was thrown up. （2）For those similar classes, instruction with Digital Images was better than ordinary instruction to reduce the students’ misconceptions acquired by statistical analysis of the variance. Overall, the researcher acquired some noticeable data and message through this study regarding to the misconceptions of students about the unit “Force and Motion” and what teaching strategies that the teacher adopted. However, the follow up studies should be conducted in order to systematically inquire how and why students tended to own these misconceptions on the unit “Force and Motion”.