創造性問題解決教學模式－氯化鈉晶體的格子能

Teaching Model for Creative Problem Solving：Crystal Lattice Energy of Sodium Chloride

10.6623/chem.2002049

楊秉恭(Bing-Gong Yang)；陳惟謙(Wei-Qian Chen)；柯捷男(Chien-Nan Ko)；徐心仁(Hsin-Jen Shiu)；鄧彥菲(Yahn-Fei Dehng)；鍾崇燊(Chung-Sun Chung)

化學迷思概念 ； 化學創造能力 ； 氯化鈉晶體的格子能 ； 創造思考教學模式 ； chemical misconception ； chemical creativity ； the crystal lattice energy of sodium chloride ； teaching models for creativity

化學

60卷3期（2002 / 09 / 01）

517 - 530

繁體中文

過去四十年，許多有效的創造思考教學模式被發展出來，帕尼斯(Parnes)創造性問題解決教學模式是其中之一。為了提升學生的化學創造能力以及改變學生的化學迷思概念，我們修改此創造性問題解決教學模式，並且應用這個修改模式，計算氯化鈉晶體的格子能。此教學模式之應用包括六個階段，它們分別為：發現困惑、發現資料、發現問題、發現構想、發現答案、以及討論結果。此文描述這六個階段的活動內容。透過這個修改型教學模式，我們用五種不同的方法，計算氯化鈉晶體的格子能。其中一種方法來自化學迷思概念，這方法求出的結果與其他四種方法求得的結果有很大的差異。此文詳細討論這些結果。

Over the past forty years, significant developments in effective teaching models for creativity have occurred. Parnes' teaching model for creative problem solving is one of them. In order to enhance chemical creativity in students and to change the chemical misconceptions among students, this model was modified and applied to estimate the value of the crystal lattice energy of sodium chloride. The application for this modified model described in this article includes six stages, which are mess finding, fact finding, problem finding, idea finding, answer finding, and result discussing. The activities of these six stages were described. The value of the crystal lattice energy of sodium chloride was calculated by five different methods through this modified teaching model. One of these methods is based on chemical misconception; the result obtained by this method is significantly different from the other four results, these results were discussed in detail.