中心館藏網址 http://tulips.ntu.edu.tw/record=b2180799*cht

[ 摘要 ]
本研究旨在探究排灣族原住民對於國中自然科教材中，與「「閃電」、「雷聲」、「彩虹」、及「陸風與海風」四種天氣現象有關之光、聲、熱、電的迷思概念。研究對象為國中八、九年級排灣族原住民學生173人，並選取鄰近學區之平地籍學生88人作為對照比較。
在參酌相關文獻後，即發展概念圖，再以開放式問卷和晤談的方式蒐集學生對於四種天氣現象可能有的迷思概念，最後自行開發二階式診斷測驗作為主要研究工具。根據測驗結果歸納出排灣族原住民與平地籍學生存在之迷思概念的差異性。本研究所得的結果應可提供教師做為改進教學、課程設計及教材編寫等方面的參考。
整體而言，平地籍學生在「閃電」、「雷聲」的平均得分明顯高於排灣族原住民學生，而「彩虹」及「陸風與海風」的概念，則沒有太大的差異。
對於閃電之後才聽到雷聲的現象，原住民學生偏向以感官來判斷，卻忽略了光跟聲音的傳播速率也會影響觀察的前後次序；在「彩虹」方面，平地籍與原住民學生都無法判斷出彩虹的主要成因，然而兩者學生都有60％以上能正確指出陽光在不同介質中的如何折射，只是原住民學生較無法將課室所習得的知識融入生活情境中；「陸風與海風」方面，原住民學生和平地籍學生知道「白天吹海風，晚上吹陸風」的比例相當，但原住民學生對於抽象的「比熱」概念較無法理解，有49％左右的原住民學生無法分辨「比熱」與「熱量」之間的關係。

[ 英文摘要 ]
Abstract

This research aims to explore the aboriginal Paiwan’s misconception of light, sound, heat and electricity with regards to four natural phenomena of ‘lightening’, ‘thunder’, ‘ rainbow’, and ‘wind’. It includes 173 aboriginal students were between eighth and nine grade in junior high school and also 88 general students to enable a comparative study.
An original research apparatus, known as ‘two-tiered diagnostic assessment’ is applied to look at information collected from open-ending questionnaires and interviews. The research purpose is educational, as the result intends to give teachers better ideas of the targeted students’ common misconceptions. As a result, teaching materials, resources and methodology can be modified to suit the students’ need.
In comparison, the general students generally have a better perception of ‘lighting’ and ‘thunder’ when both groups differ very little in their knowledge of ‘rainbow’ and ‘wind’.
The aboriginal students tend to be unaware of the fact that light and sound travel at different speeds. However, the ignorance of the origin of a rainbow is shared by both groups, though about sixty-percent of each group can point out the refraction of sunshine in various media, but the aboriginal students couldn’t apply information learned in the classroom to the situation of life. A similar percentage of both groups are familiar with the phenomena that wind direction is predominantly ocean by day but reverses during night. However, it is difficult for aboriginal students to understand the concept of ‘Specific heat’, and 49 percents couldn’t distinguish between ‘Specific heat’ and ‘heat’.