Скачать или смотреть Rethinking Particle Theory Introduction A Substance Based Framework

#粒子理論、#物質為本教學、#純物質、#科學概念學習、#學生迷思概念、#能量與粒子、#科學教育

#particles #particlestheory, #Substance-Based Teaching, #PureSubstances, Conceptual Learning in Science, #Misconceptions, #states Changes, #energy and Particles, #scienceeducation

原文：Johnson, P., & Papageorgiou, G. (2010). Rethinking the introduction of particle theory: A substance‐based framework. Journal of Research in Science Teaching, 47(2), 130-150.

本影片內容探討傳統以「固體、液體、氣體」三態分類為主的粒子理論教學架構所帶來的學習困難，並提出以「物質為本」（substance-based）的觀點作為替代。傳統模型常使學生誤以為三態是截然不同的物質類型，而非同一純物質在不同條件下的表現。此外，對於粒子的認知也常流於模糊，不利於深入理解現象如蒸發、凝結或熔化的機制。研究指出，將「純物質」視為教學起點，有助於學生更精確理解物質的變化，並能以粒子的排列與能量變化來解釋日常現象。初步研究顯示，即使是9至10歲的學生，也能理解此模式下的核心概念。本文呼籲在基礎科學教育中更早導入以物質為核心的教學方式，以建立更穩固的化學與科學基礎。

This video examines the limitations of the traditional particle model that introduces matter through the categories of solids, liquids, and gases. It proposes a shift toward a substance-based framework, where learning begins with the concept of pure substances rather than the states of matter. The traditional model can lead to misconceptions, such as viewing states of matter as fundamentally different materials and misunderstanding the identity and behavior of particles. By starting with the idea that substances are made of identical particles with varying degrees of "hold" or cohesion, learners can more accurately explain phenomena such as melting, boiling, evaporation, and condensation. Research involving 9- and 10-year-old students suggests that this approach can support young learners' engagement and conceptual understanding. The article advocates for the early introduction of this alternative model to build a stronger foundation for understanding matter and preparing for more advanced chemistry concepts.