動態表徵課程之不同實施方式對高中生細胞分裂概念複習之影響

本研究實施細胞分裂動態表徵課程，幫助某公立高中三年級學生85人複習細胞分裂概念。課程實施採兩種方法，實驗組以學生為中心，以兩人為一組的分組方式進行小組合作探索動態表徵課程；控制組由教師講述引導進行相同的動態表徵課程。研究結果顯示，實驗組及控制組後測表現均較前測為佳，且實驗組學生在延宕測驗的表現優於控制組。進一步分析學生於前後測及延宕測驗不同類型題目的作答情形，發現實驗組學生對細胞分裂過程之理解與解釋能力較控制組為佳。研究結果指出本研究設計之細胞分裂動態表徵課程對幫助學生複習相關概念具中等效果量。此外，引導學生進行分組課程探索雖然需要較多的實施時間，但有助於促進學生對細胞分裂過程的解釋能力及長期理解。

關鍵字

動態表徵；細胞分裂；課程實施

並列摘要

A dynamic visualization curriculum on cell division was enacted in this study. Eighty-five 12th-grade students attended one of the two treatments: the experimental group (EG), in which students were guided to explore the curriculum in pairs, or the control group (CG), in which the teacher lectured using the curriculum. The results indicate that the two groups both demonstrated significant gains when comparing pre-tests and post-tests and that EG outperformed CG on delayed tests. Analysis of each test item indicates that EG demonstrated better understanding and explanation of the cell division process. The dynamic visualization curriculum had moderate effects on students who had previously learned cell division. Overall, student-centered enactment better benefits students’ long-term understanding of cell division.