Inquiring Based Discussion in General Physics Laboratories

• Main Authors: Te-Kuang Liu, 劉得光
• Other Authors: 傅昭銘
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/25180213405717621503

碩士 === 國立臺灣大學 === 物理研究所 === 97 === While traditional experiment teaching on general physics centers on the teachers, students merely repeat the experiment steps based on teaching materials, to verify physical principles and phenomena. Few opportunities are available for students to think and discuss (with others) in class; we used to emphasize too much on “doing” the experiment, rather than on “how” to do it, which makes it harder to accomplish the goal of strengthening students’ ability to further explore and speculate on a question given. According to the education theorist Edgar Dale (1969), cooperative learning is the most effective instruction to bring out student learning outcomes in his theory of the Learning Pyramid. This thesis report applies “inquiry and peer discussion” to general physics experiment courses, to achieve the study purpose of constructing students’ thinking ability for exploring the meaning of doing experiment. The study is aimed to design concept problems related to the investigated objects of each experiment unit. It practices guiding inquiry on general physics experiment courses, adopting interactive Q & A for peer instruction, in order to acquire deeper thoughts on some general ideas, such as experiment purpose, basic physical concepts, instrument operation, data analysis and analysis probe, etc. Along the inquiry process, the study implements simultaneously the “instant response teaching system”, to help students reflect immediately on questions. Furthermore, it requires peer instruction to inspire deeper thoughts of students to meet the goal of constructing their logic thinking on the meaning of doing experiment. This study provides a teaching process model of general physical experiment which combines exploring inquiry with peer instruction and instant discussion. The study generalizes an idea that, by performing exploring inquiry which combines the instant response system, teachers can effectively inspire students to participate in discussion spontaneously, increasing their learning motives and deepening their thoughts of exploring the experiment. In addition, the design of guiding questions must cover the complete concepts in relation to investigated objects in different experiment units, including knowledge perspective, understanding perspective, analysis perspective, and applying perspective, to effectively attain the learning purpose of constructing students’ ability of deeper thinking.