互動式電子白板輔助教學應用於國小六年級學生澄清節能減碳迷思概念之研究

A study of IWB-assisted clarifying misconceptions about energy savings and carbon emissions reduction by sixth grade elementary school students

陳郁淇(Yu-Chi Chen)

指導教授 ： 陳姚真

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

本研究旨在探討國小六年級學生有關節能減碳的迷思概念，並設計互動式電子白板融入教學之方案，分析教學成效及概念改變的因素。研究工具為研究者發展的「國小六年級學生節能減碳知識評量」、「國小六年級學生節能減碳迷思概念晤談大綱」，研究對象為南投縣某國小六年級學生，男生10人，女生7人，共17位學生。以互動式電子白板整合文字、聲音、圖畫、影片、網頁資訊等多媒體素材輔助教學。教學內容包含「誰讓地球暖化了」、「暖化怎麼了」、「人類活動的影響」、「現在與未來行動」等四個單元。運用「影片呈現」、「圖片解說」、「問答測驗」、「模組互動」、「討論發表」、「實作分享」等教學策略。教學前後測以相依樣本t檢定，考驗前後差異。研究結論如下:
一、學生具有十三項有關「節能減碳」的迷思概念。
二、「互動式電子白板融入澄清節能減碳迷思概念」教學方案的發展歷程包含分析、設計及應用階段。
三、互動式電子白板融入教學有助於澄清學生「節能減碳」的迷思概念，提升學習成效。
本研究依研究結論提出建議，以供未來教師教學及未來研究之參考。

關鍵字

電子白板融入教學 ； 迷思概念 ； 節能減碳

並列摘要

This research aimed at studying misconceptions about energy savings and carbon emissions reduction held by 17 sixth grade elementary school students. Interactive electronic white boards were integrated into the design and implementation of teaching plans, and factors of teaching efficiency and changes of concept were analyzed afterward. The research tools, designed by the researcher, were “Energy savings and carbon emissions reduction knowledge evaluation for sixth grade elementary school students” and “An outline of discussions concerning misconceptions on energy savings and carbon emissions reduction held by sixth grade elementary school students”. Objects of the study were 17 sixth grade elementary school students, 10 boys and 7 girls, at a school in Nantou County. The electronic white boards which brought together various multimedia elements, including words, sounds, pictures, videos, and internet, was used as supplementary teaching aids. The content of courses, including “Who has caused global warming?”, “What happens due to global warming?”, “The influence of human activities”, and “Actions for now and tomorrow, were presented by applying teaching strategies, such as video presentations, image captions, quizzes, modular interaction, discussions and idea presentation, and sharing of practical implementation.A paired-sample t test were used to compare misconceptions of students before and after the implementation of the teaching plan.

The findings of this study follow below:
1. There are thirteen misconceptions that the students have regarding energy savings and carbon emissions reduction.

2. The development process of “ interactive electronic white boards integrated into the design and implementation of teaching plans aimed at clearing up misconceptions about energy savings and carbon emissions reduction” includes analysis, design and implementation.

3. The integration of interactive electronic white boards into teaching plans aimed at clearing up misconceptions on energy savings and carbon emissions reduction is effective in helping students clear up those misconceptions.

Finally, the suggestion was made on the basis of the research findings, and it could be reference for the following studies.

並列關鍵字

interactive white board(IWB) ； misconceptions ； carbon reduction

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