- 會議論文
應用圖像技法探究十年級學生化學計量學習成效
Using Strategic Technology of Dynamic Reaction Figures for Assessing Tenth Grade Students’ Soichiometry Learning Performance
摘要
本研究應用化學反應動力圖之圖像技法做為教學工具，針對計量化學中抽象且易造成概念迷思及誤解的原子轉換過程，進行融入式教學探討。研究對象為十年級選修化學課程兩班工科學生共95 位。以準實驗研究法進行分組教學，統計分析學生問題解決之學習成效和學習滿意度，並以半結構晤談質性析學生學習觀感。研究結果顯示：（1）接受「計量化學反應動力圖」策略教學之實驗組學生，後測成績明顯優於傳統講述教學之控制組學生；（2）實驗組學生在計量化學學習後測成就皆較前測有顯著增加，表示應用計量化學反應動力圖進行問題解決，可增強學生學習成效且達大以上實驗效果。（3）對計量化學喜好程度不同之實驗組學生，接受教學策略後，學習滿意度達顯著差異，且達大以上之實驗效果。（4）依據問卷訪談實驗組學生發現，本研究所發展之計量化學反應動力圖教材，在視覺上能吸引學生的好奇與興趣，改變其學習滿意度，有助於計量化學學習。
並列摘要
The purpose of this study focuses on integrated technology tactics of dynamic reaction figures. It deals with abstract concepts of atoms transmissions for chemical reaction equations in stoichiometry, which often cause misconception and misunderstanding in college students’ chemistry learning. This course divided into two group classes, based on total 95 tenth-grade college students. It integrates both quasi-experimental method and statistic approach for learning performances. Major results are exhibited in the following five aspects: (1) For experimental students, who accept strategic applications in stoichiometry, have more superior posttest learning achievements to those of the controlling group students. (2) Experimental students who accept strategic applications, have more significant, indicate more learning achievements of posttests and over large Cohen’s effect sizes in stoichiometry of problem-solving than those of their pretests. (3) After accepting strategic applications of dynamic reaction figures, students who have different dispositions of integrated stoichiometry, show more significant learning attitudes and over large effect sizes. (4) According to semi-structure interviews between students and teachers, all chemical textual teachings of dynamic reaction figures have much appeal to students’ curiosity and interests which can enrich their learning satisfactory attitudes.
延伸閱讀
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