互動式視覺科技導入國中STEM教育之研究－以GeoGebra輔助數學教學為例

本研究旨在比較「GeoGebra導入教學」與「傳統講述式教學」二種不同的教學模式對國中七年級學生在「二元一次方程式圖形」單元的學習成效。本研究為準實驗研究法，採不等組前後測之實驗設計，以台南市某國中七年級三個班級共85名學生為研究對象，其中一班為實驗組採用GeoGebra軟體教學，另外兩班分別為控制組－採用PowerPoint搭配傳統講述教學與控制組二採用傳統講述教學。實驗教學前，對所有研究對象施以自編「二元一次方程式圖形之成就測驗」前測，接著進行為期二週的實驗教學活動，實驗教學結束後馬上施以後測，將所得的資料採「獨立樣本單因子共變數分析」的統計方法進行分析。研究結果顯示，GeoGebra教學模式顯著優於PowerPoint搭配傳統講述教學，但與傳統講述教學模式間無顯著差異。

關鍵字

資訊科技融入數學教學；互動式視覺科技； STEM教育

並列摘要

This study aimed to compare the instructional effectiveness between two teaching methods (＂GeoGebra instruction＂ and ＂traditional instruction＂) for seventh-grade high school students receiving the ＂graphs of linear equation in two variables＂ learning unit. The quasi-experimental method with the nonequivalent pretest-posttest design was adopted in the study. The participants came from three seventh-grade classes (85 students in total) in a junior high school in Tainan City. One class was assigned to the experimental group (GeoGebra instruction). The other two classes served as control groups (PowerPoint with traditional instruction and traditional instruction). Prior to the study, all the students took a pretest of the ＂Graphs of Equation in Two Variables Achievement Test＂. After the completion of the two-week educational experiment, all the students immediately took the achievement test as the post-test. One-way ANCOVA was used to compare differences among three experimental groups. The results showed that students in GeoGebra instruction significantly performed better than students who did in PowerPoint with traditional instruction. However, no significant difference on learning outcome was found between GeoGebra and traditional instruction.

並列關鍵字

Information technologies integrated in mathematics instruction ； Interactive visual technology ； STEM education

國際替代計量

互動式視覺科技導入國中STEM教育之研究－以GeoGebra輔助數學教學為例

全文下載

主題瀏覽