數位科技融入技術型高中物理科課程對教學成效之影響初探

A Preliminary Study on the Application of Digital Technology in the Teaching of Physics in Technical High Schools

江淞承 ； 張美珍

《工業科技教育學刊》 14期 (2021/09) Pp. 139-162

https://doi.org/10.6306/JITE.202109_(14).0009

摘要

本研究課程內容乃依據技術型高中物理科課程綱要，運用手機內建感測器的功能，設計了兩個數位科技融入的教學單元，以高雄市某技術型高中一年8個班的學生為研究對象。學生分屬於四個不同科，每科有兩個班，隨機選擇其中一班為實驗組，進行數位科技融入的課程，另一個班則作為控制組，進行傳統式的講述教學。研究者以自編之物理科學習動機量表及滿意度量表、各單元成就測驗試卷為研究工具，量測兩組學習的學習成效差異，分析本教學實驗的成效。研究結果發現，實驗組及控制組在第一單元斜面上的等加運動學習認知成就測驗差異未達顯著，但在第二單元等速率圓週運動學習成就測驗差異則達顯著差異，在物理科學習動機量表及學習滿意度量表的得分上亦有顯著差異。

關鍵字

智慧型手機 ； 微機電技術 ； 感測器 ； 技術型高中

並列摘要

Using functions of the built-in sensors of smartphones, the researchers designed two teaching modules integrated with digital technology according to the Curriculum Guidelines of the Physics Subject for a vocational senior high school. Students from eight first-year classes of a vocational senior high school in Kaohsiung City were recruited as the participants. The students were from four specializations. Each specialization had two classes, and one class was randomly chosen as the experimental group and took the technology-integrated course. The other class that served as the control group underwent conventional lecture delivery. Using a self-designed physics learning motivation and satisfaction scales and the performance assessment paper for each module as research tools, the researchers measured the differences in learning effectiveness between the two groups and analyze the effectiveness of the learning and teaching experiment. The study results indicated that the experimental and control groups did not differ significantly in their performance assessment results for module 1 (uniform acceleration on inclined planes), but they did differ significantly in their performance assessment results for module 2 (uniform circular motion). The two groups also differed significantly in the physics learning motivation and satisfaction scales.

並列關鍵字

smartphone ； micro-electro-mechanical technology ； sensors ； vocational senior high school