交互表徵導覽模式初探

表徵與概念之結合，對科學學習影響甚鉅（Wu, Krajcik & Soloway, 2001）；而將抽象教學表徵及具體教學表徵兩者交互應用，即為本研究所欲探討之交互式表徵導覽。學生藉由互動式表徵導覽之創客活動參觀國立高雄科學工藝博物館氣候變遷廳，俾加強其於課堂上所習得之理論課程。透過交互式表徵導覽，除可令前述導覽與教學收「讓它變得更容易」之效，亦顯示具解釋說明之情境表徵，確可協助學生理解非線性物理概念。此外，學習者並不會因未具理科背景知識，以致於無法學習混沌觀念。

關鍵字

非制式；表徵；氣候變遷

並列摘要

The integration of representations and conceptualizations has an immense impact on scientific learning (Wu, Krajcik & Soloway, 2001); mutual application of abstract and concrete instructional representations comprise the main focus of this study-a guided reciprocal representation instructional strategy. Students participated in an interactive instructional representation maker event which was held in the climate change exhibition hall in the National Science and Technology Museum in Kaohsiung City, which further strengthened the learning and acquisition of theories taught in the classroom. Using guided reciprocal representation instructional strategies not only facilitates the aforementioned guiding and instruction, it also presents representations of explanatory scenarios which assist students in understanding non-linear concepts in physics. In addition, learners who lack the background knowledge in engineering and sciences will not be confounded by technical concepts nor inhibited from learning.

並列關鍵字

Informal Learning ； Representation ； Climate Change

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