背景：運動生物力學乃以生物學和力學的理論與方法，達其提昇運動表現及降低運動傷害之目標。 POE 教學策略與演示實驗教學廣為連結，且現今科學教育中特別注重「做中學」的概念。目的：探 討以 POE 教學策略介入對體育系學生學習運動生物力學概念改變之影響。方法：以體育系學生選修 運動生物力學必修課程 (n=52) 為研究對象。在第二週與第十七週施予「運動生物力學概念性改變」 等量表作為前後測，而第三週至第十六期間進行六個教學活動案例，運用 POE (預測-觀察-解釋) 教 學策略，藉由實作與小組討論活動，讓學生對於人體運動所產生科學現象進行預測，應用科學原理解 釋人體運動之現象與質性資料蒐集。結果：一、高成就及低成就體育系學生在運動生物力學概念性知 識，後測成績皆顯著優於前測分數。二、高成就體育學生在運動生物力學概念性知識顯著優於低成就 體育系學生。三、體育系學生對於 POE 教學策略融入運動生物力學概念改變之教學有 7 成的支持。 對於概念改變提升能力的部分，體育系學生認為 POE 教學策略應用於運動生物力學課程之學習中對 於力學原理面向有提升的作用。惟，本研究採取 POE 教學設計，進行異質性分組策略，由於針對概 念性改變之抽樣研究樣本數較少，故無法進行隨機化真實驗設計；研究採用單組前後測實驗設計 (one-group pretest-posttest design) 進行研究實驗處理。亦有學生認為只有假設性的案例，比較不能理 解真實情況的解決方式，POE 教學策略在實際應用上仍有其限制。

Background: Sports biomechanics may lead to performance improvement and the reduction of injury. A plenty of science education research studies have focused on identifying student alternative conceptions for a variety of subject areas including the subject of this study-conceptual changes associated with sports biomechanics. Purpose: The purpose of this study was to examine the effects of Prediction-Observation-Explanation (POE) teaching strategy on conceptual changes of sports biomechanics in collegiate students. Methods: The participants in this study were 52 students who originated from department of physical education in Taipei. All were enrolled in the same introductory sports biomechanics curriculum at the same university, referred to here as National Taipei University of Education. To assess students’ conceptual change subsequent to the intervention, the Sports Biomechanics Conceptual Test (SBCT), consisting of six items, was developed based on the alternative conceptions derived from the literature. Eighteen weeks of a POE teaching strategy program for teaching sports biomechanics curriculum was implemented. All participants completed the scale of on week 2 and week 17. A repeated measure t-test was conducted (α = 0.05) to compare pre-test and post-test. Results： The results indicated that by POE teaching strategy program, all participants were significantly performed better scores on post-test of SBCT content knowledge than pre-test. Further, students with high level achievements showed greater improvement in six items of SBCT than those with low achievements groups. In addition, over seventy percent students’ feel that by using the POE teaching strategy could improve understanding of the principle of mechanics and embrace diversity thoughts. However, some participants doubted that only POE teaching cannot understand the solution to the real situation.

牛頓運動定律; 概念性改變; 預測-觀察-解釋

newton' s law; conceptual changes; prediction-observation-explanation