運用錯誤類型資訊建置即時反饋系統題庫之效益：以微積分課程為例

微積分是許多大學科系的必修課程，主要是介紹基本的數學概念和計算方法，由於題材豐富且涵蓋多元的計算技巧，部分學生會感到學習困難而失去學習動機，造成進度落後導致學習成效不佳。本研究運用錯誤類型（error pattern）資訊建置即時反饋系統（Interactive Response System, IRS）測驗題庫，融入微積分教學作為形成性評量（formative assessment），以增進學生學習意願並提升學習成效。本研究採用Kahoot!作為即時反饋系統，研究對象為某私立大學跨科系四個班級修習微積分（一）課程共217位學生，研究流程為先運用錯誤類型資訊編製Kahoot!試題，教師依教學進度於課堂適時施測，再以問卷調查和期中與期末考成績蒐集學生回饋資料，最後針對量化與質性資料進行分析處理，獲得研究結果為：一、應用錯誤類型資訊編製IRS題庫，能有效引導學生修正錯誤概念。二、以IRS作為形成性評量，能促進學生於學習態度的正向改變。本研究亦提供具體的建議方案，可作為相關學者進行研究以及有意運用IRS融入教學的教師參考。

關鍵字

Kahoot! ；形成性評量；即時反饋系統；微積分；錯誤類型

並列摘要

Calculus is the required course in most universities and covers basic mathematical concepts and calculation methods. Nevertheless, as a result of its abundant content and diverse calculation techniques, some students find calculus complicated and difficult to understand, and thus lose motivation to learn. This lack of motivation causes many students to fall behind schedule and perform poorly in learning. This investigation applies an Interactive Response System (IRS) based on error pattern information to calculus teaching as a method to improve student learning motivation. The IRS Kahoot! method was adopted and used among 217 students in a Calculus (I) course at a private university. First, investigators edited Kahoot! test questions based on error pattern information and then administered the test questions to the students according to a teaching schedule. Second, after administering the test questions to the students, investigators collected the data from the test questions and a questionnaire survey. Finally, investigators used quantitative and qualitative analyses to examine the collected data. Results indicated that (1) applying the IRS Kahoot! test questions based on error pattern information can effectively guide students to correct their misconceptions and (2) using Kahoot! IRS as a formative assessment method can positively affect students' learning attitudes. Finally, several suggestions for research and teaching are presented.

並列關鍵字

Kahoot! ； Formative Assessment ； Interactive Response System ； Calculus ； Error Pattern

參考文獻

李瑞敏、李宏隆、李青燕、陳昌助、羅亦斯(2020)。智慧校園利用智慧輔助教學系統提高學生學習成效之研究。課程與教學，23(2)，1-24。doi:10.6384/CIQ.202004_23(2).0001[Li, J.-M., Lee, H.-L., Lee, C.-Y., Chen, C.-C., & Lo, Y.-S. (2020). A study on the effectiveness of an intelligent teaching system in improving students’ learning outcome in an iCampus. Curriculum & Instruction Quarterly, 23(2), 1-24. doi:10.6384/CIQ.202004_23(2).0001]

吳慧珉(2006)。以知識結構為基礎之適性測驗選題策略強韌性探究。測驗統計年刊，14(下)，1-15。doi:10.6773/JRMS.200612.0001[Wu, H.-M. (2006). A study of exploring the robustness of knowledge structure based adaptive test. Journal of Research on Measurement and Statistics, 14(2), 1-15. doi:10.6773/JRMS.200612.0001]

邱美虹(2000)。概念改變研究的省思與啟示。科學教育學刊，8(1)，1-34。doi:10.6173/CJSE.2000.0801.01[Chiu, M.-H. (2000). Reflections and implications of research on conceptual change. Chinese Journal of Science Education, 8(1), 1-34. doi:10.6173/CJSE.2000.0801.01]

張其棟、楊晉民(2016)。翻轉學習在大學微積分課程之實現與初探。臺灣數學教育期刊，3(2)，55-86。doi:10.6278/tjme.20161005.003[Chang, C.-T., & Yang, J.-M. (2016). Flipping the classroom in a calculus course. Taiwan Journal of Mathematics Education, 3(2), 55-86. doi:10.6278/tjme.20161005.003]

劉湘川、白宗恩、鄭俊彥、黃玉臺、謝俊逸、陳建憲等(2010)。微分基本公式之錯誤類型。測驗統計年刊，18(下)，35-49。doi:10.6773/JRMS.201012.0035[Liu, H.-C., Pai, T.-E., Cheng, C.-Y., Huang, Y.-T., Hsieh, C.-Y., Chen, J.-S., et al. (2010). The error type of basic differential formula. Journal of Research on Measurement and Statistics, 18(2), 35-49. doi:10.6773/JRMS.201012.0035]

國際替代計量

運用錯誤類型資訊建置即時反饋系統題庫之效益：以微積分課程為例

全文下載

主題瀏覽