應用創意電化學動畫概念圖學習探究學生認知能力

Using Innovative Animations of Concept Maps in Electrochemistry to Explore Students’ Cognitive Learning Performance

蘇金豆(Su, King-Dow)

《教育傳播與科技研究》 118期 (2018/06) Pp. 15-28

https://doi.org/10.6137/RECT.201806_118.0002

摘要

本研究旨在建構動畫概念圖的融入新視野，應用準實驗研究法檢測大學生對抽象而複雜的電化學課程之認知學習能力與問題解決能力，以統計分析來收集學生學習成效。結果顯示如下四點：一、實驗組學生，其後測學習成就和延宕測驗均顯著優於控制組學生；二、實驗組學生，其後測學習成績顯著優於延宕測驗成績，意味著融入式教學不利於學生長期學習的問題解決；三、描述性統計分析發現實驗組學生，在動畫概念圖的系列學習後呈現正面積極的學習態度；四、訪談結果發現，高分組學生對於動畫概念圖融入教學的創意，賦予概念與概念之間連結的靈感，有助於電化學試題解題；而低分組學生，則期待未來化學學習能建構更精簡的應用。

關鍵字

動畫 ； 問題解決能力 ； 電化學 ； 認知學習

並列摘要

This study primarily focused on integrating dynamic applications through animations of concept maps (ACM). A quasi-experimental approach was used to examine university students’ cognitive learning performance and their problem-solving abilities for abstract and complicated electrochemistry. Data were collected for statistical analysis of students’ learning performance. The results indicated the following four trends. 1. Students in the experimental group had superior posttest and retention test scores than did those in the control group. 2. In the experimental group, the posttest scores were more significant than and superior to the retention test scores; this finding indicated that the strategy applied in this study may not enhance students’ problem-solving abilities in the future. 3. Descriptive statistical analyses revealed that experimental group students exhibited positive learning attitudes after the serial ACM learning. 4. According to the results of interviews with students, the ACM creations of high-scoring students inspired them to form links between conceptions for easy problem-solving; low-scoring students looked forward to practicing concise applications in their future chemistry learning.

並列關鍵字

Animations ； Problem-solving abilities ； Electrochemistry ； Cognitive learning

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