The conceptual difficulties of frictional force and the outcome of interventional teaching

• Main Authors: Chiang,Chang-Yi, 江長屹
• Other Authors: Chang, Whei-Jen
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/d4yh73

碩士 === 國立彰化師範大學 === 物理學系 === 105 === This study focused on the topic of "frictional force", with the purposes of (1) investigating the conceptual difficulties encountered by high school students, (2) examining the outcome of interventional teaching, and (3) clarifying the correlation between the pitfalls of the conventional teaching materials and the difficulties faced by the students. The subjects of the study were75 second-year high school students, divided into an experimental group and acontrol group. Data included the students’ conceptual test, interventional teaching, questionnaire survey, and student interviews regarding the learning outcomes and teaching performance. The data analysis included quantitative statistics and qualitative interpretation. The Chi-squared test was adopted to compare the differences between the two groups. The results showed that the conventional teaching material: (1) provides insufficient details regarding the conception of friction, (2) describes the related conceptions as independent and discrete pieces, and (3) introduces formulas without thorough elaboration, which were found to be correlated to the students’conceptual difficulties. Meanwhile, the experimental group seemed to be benefit from the teaching intervention because (1) it provided comprehensive details along with multiple representations for undertaking effective conception reasoning, and (2) the spiral teaching sequence allowed the students to practice repeatedly in order to gain acquaintance with the conceptual details.