電腦輔助建模學習活動對國小高年級學生溫室效應與全球暖化學習影響之研究

Effects of Computer-based Modeling Learning Activities on Elementary School Students' Learning Outcomes about the Greenhouse Effect and Global Warming

林英傑(Ying-Chieh Lin) ； 崔夢萍(Meng-Ping Tsuei)

《環境教育研究》 9卷1期 (2011/09) Pp. 37-74

https://doi.org/10.6555/JEER.9.1.037

摘要

本研究旨在探討電腦輔助建模學習活動對國小高年級學生溫室效應與全球暖化學習的影響，包含學生的認知結構以及學生在溫室效應與全球暖化單元所呈現模型為何。本研究之研究對象為兩班國小六年級學生，在分別實施四週的「溫室效應與全球暖化」單元的電腦輔助建模學習課程與一般教學活動後，研究者以錄音及訪談方式收集資料，再以概念流程圖法將訪談內容繪製咸概念流程圖，分析學生的認知結構學習成效，並輔以錄影方式錄製學生建模歷程及所呈現的模型。研究結果發現：(1)電腦輔助建模學習活動能有效提升國小學童之學習成效，實驗組學生認知結構之表現顯著優於控制組學生；(2)實驗組學生在「概念廣度」、「概念豐富度」、「比較」與「推論或解釋」之Cohen's d值均大於0.8，表示實際顯著程度為高；(3)電腦建模工具Model-It協助學生建立模型、測試模型以及修正模型，協助學生將溫室效應機制反應的心智模型表達出來；(4)模型不僅在協助學生表達心智表徵，更重要的是可以讓學生認知結構中的概念數量、整合性與訊息處理策略皆獲得較佳的學習成果。本研究建議將建模學習活動提早至小學階段，在教師的引導下讓學生自行建立屬於自己的模型，並從中理解模型的用途與限制，對學生的科學素養有很大的助益。

關鍵字

電腦輔助建模學習活動 ； 認知結構 ； 模型 ； 溫室效應 ； 全球暖化

並列摘要

This study was conducted to explore the effects of computer-based modeling learning activities on sixth graders' understanding of the greenhouse effect and global warming. The subjects of this study were sixty-six sixth graders in Taipei. The control group received a traditional instruction, whereas the experimental group received an instruction which was based on Model-It, a computer-based modeling tool, and a set of computer-based modeling learning activities. The interview data were gathered a week after the instruction. The interview narratives were transcribed into the format of 'flow maps' to evaluate students' cognitive structures. Three pairs of sixth graders' conversations and computer activities during the modeling learning activities were video recorded while they created their models. The results of this study revealed that (1) students in the computer-based modeling learning activities group, in general, attained better learning outcomes about the greenhouse effect and global warming after instruction. (2) Four aspects of cognitive structures-extent, richness, comparing and inferring or explaining-were statistically significant (Cohen's d＞0.8). (3) Computer-based modeling tools allow students to express, test, and revise their models. (4) Models not only help students express their mental models, but also help students reach better learning outcomes in terms of concepts, integration, and information processing within their cognitive structures. This study suggested that science teachers could design and implement a sequence of computer-based modeling learning activities associated with a computer-based modeling tool to promote students' conceptual learning in the classroom.

並列關鍵字

computer-based modeling learning activities ； cognitive structures ； models ； greenhouse effect ； global warming

參考文獻

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葉欣誠()。,未出版。