研究生: |
錢啟華 Jake Chan |
---|---|
論文名稱: |
國中生對相對運動現象概念認知的探討 |
指導教授: |
黃湘武
Huang, Hsiang-Wu 陳文典 Chen, Wen-Dian |
學位類別: |
碩士 Master |
系所名稱: |
物理學系 Department of Physics |
論文出版年: | 2004 |
畢業學年度: | 92 |
語文別: | 中文 |
論文頁數: | 77 |
中文關鍵詞: | 知識架構 、時空認知機制 、概念認知機制 、認知比對機制 |
論文種類: | 學術論文 |
相關次數: | 點閱:204 下載:3 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
相對運動現象概念的認知,主要從認知心理學的角度,以個別訪談探討學生對於相對運動現象中,運動學物理概念及認知機制。
問題分析使用物件導向程式設計的概念,將相對運動現象的概念加以切割,再重新排列組合分析;再以知識架構的觀念進行結構化及量化知識架構分析,最後根據分析結果製造出相對運動時空現象。運動學物理概念代表對於運動現象認知,所建立的基本到高階層的客觀知識概念架構。
自然界事物現象的本質、人類的認知結構特性及運作模式、既有的運動學知識概念等因素,影響到人對相對運動現象的認知。訪談以時空現象演示相對運動現象,透過運動學物理概念為主的問題,配合學生的確認操作,探討學生的對於相對運動物理概念認知及迷失、人類認知機制的運作模式及限制。
相對運動現象認知,主要受視覺及概念認知兩項機制的限制。視覺對於是否看見背景,及運動或靜止狀態的解釋,會有結構性及順序性的自動選擇機制。物理概念在不同系統轉換的限制;第一是概念認知對於事物名稱物理量的描述(船在海上的位置),要轉換成另一個系統(人在海上的位置)缺乏經驗所致。第二因為視覺看見時間、空間重疊在一起,經過運動後時空順序及位置改變,再加上時間看不見,空間原來看得見後來看不見,影響到時空定位轉換的正確性。
最後將物理概念及認知機制以結構圖呈現,並說明結論的來源,進而推論彼此的關聯,及認知機制之間互相影響的先後主從順序,呈現相對運動概念認知的架構。
Notion perception of the relative motion phenomena was studied by interviewing students in view of the perception psychology.
Problem analysis utilizes the concept of object-oriented programming to divide the notion of relative motion phenomenon and then rearrange for further analyses; structuralized and quantized knowledge frame analyses were performed based on the concept of knowledge frame, to create the space-time phenomena of relative motion using the analyzed results. The physical notions of kinematics represent the establishment of objective knowledge notion frames from fundamental to high levels, based on the perception of relative motion.
The intrinsic of phenomena in nature, the structural features and operational modes of human perception mechanisms and the existent knowledge notions of kinematics, affect the perception of kinetic phenomena of man.
Hit or miss of the students, on the perception of physical notions in relative motion, and the operations and constraints of human perception mechanisms were studied through interviews consisting of demonstration of relative motions in spatial and temporal phenomena, questions focused on physical notions of kinematics, and the checked operations done by the students.
The perception of relative motion phenomena are mainly restricted by vision and notion mechanisms. Vision shows structural and sequential automatic selection mechanism in explaining whether in motion or rest, judging by the presence of visible background. Limitations of physical notions transformed between different systems include firstly the lack of experience of notion perception in transforming the physical description of an object physical variable (position of a ship on the sea) to another system (position of a man on the sea).Also included is secondly the affected accuracy of space-time location transformation due to overlapping of space and time to the eye, to the order and position changes in space and time after motion, and to visible to invisible change of space with time kept invisible.
Finally, to show the notion perception for relative motion, structure diagrams of physical notions and perception mechanisms were presented to express the sources of conclusions for deducing the relationships among conclusions and the degrees of interaction between perception mechanisms.
參考文獻
Solso 吳玲玲譯(1998) 認知心理學 華泰
黃湘武,王昭富(2002) 位移組合與相對運動概念發展的關係
臺灣師大物理研究所
Halliday , Resnick(1977) Foundamentals of Physics 美亞
楊錦潭等(1997) Visiual Basic 程式設計 松崗
錢啟華(1999) 自然知識架構–直流電路之分析 彰師大數理教學及師資培育研討會
黃世陽、吳名哲、錢啟華等(1996) VB4.0專業版 物件探討(一) 松崗
Piaget, J. 黃道譯(1980) 心理學與認識論 結構群文化
王文科(1991) 認知發展理論與教育皮亞傑理論的應用 五南書局
黃湘武(1980)皮亞傑認知心理學與科學教育 科學教育月刊第37期12-16頁
蔡春美(1988)從皮亞傑的研究談幼兒長度實測能力的指導
國民教育77年9月,29卷1.2期,14-22頁
黃達三 (1988)皮亞傑發展認知論在小學科學教育上的啟示 國教之聲第21卷第4期
黃湘武(1980)皮亞傑認知心理學與科學教育 科學教育雙月刊第37期12-16頁
黃湘武(1993)杜祖貽編 皮亞傑理論在科學教育上的應用研究。
西方社會科學理論的移植與應用 遠流出版社53-62頁
黃湘武、任曉薇(1998) 位移組合概念發展之診斷與案例分析
科學教育學刊第六卷第一期31-62頁
梁添水(1998):國小學童長度測量概念之研究-成長與學習
臺灣師大地球科學研究所
張惠婷(2000):中小學生等速率運動概念發展的研究
臺灣師大物理研究所
王文科譯(卡拉絲姬原著)(1988)兒童的認知發展導論 文景出版社
二、英文部份:
R.L. Solso,Allyn and Bacon(1995) Cognitive Psychology
Acredolo, C.(1984). On the Understanding of the Relationships between Speed, Duration,and Distance. Child Development ,55(6) p2151-59.
McCloskey, M., Washburn, A. and Felch, L. (1983) Intuitive physics: The straight-down belief and it’ s origin. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 636–649.
Horwitz Paul and Taylor Edwin F.and Hickman Paul (1994) “Relativity Readiness” Using vhe Relab Program The Physics Teacher Vol.32,Feb.1994
Piaget, J. (1970). The child’s conception of movement and speed. (G. E. T. Holloway & M. J. Mackenzie, trans.) New York: Ballantine. (Originally published, 1946.)
Piaget , J. “The Child’s Conception of Movement and Speed.” New York:Basic Books , 1970.
Ripple , R. E., and V. N. Rockcastle , eds. “Piaget Rediscovered:A report of the Conference on Cognitive Studies and Curiculum Development.” March 1964. Ithaca , N. J.:School of Education , Cornell University.
Saltiel, E. and Malgrange, J. L. (1980) ’Spontaneous’ ways of reasoning in elementary kinematics. European Journal of Physics, 1, 73–80.
Siegler, R. S., & Richards, D. D.(1979) Development of time, speed, and distance concepts. Developmental Psychology,15(3), 288-298.
Wilkening, F.(1981) Integrating velocity, time, and distance information: a developmental study. Cognitive Psychology,13, 231-247.