- 學位論文
蝴蝶影片對國小教學及學生學習效果之影響
The Effect of Butterfly Video on Teaching and Student Learning in Elementary School
摘要
本研究主要在探討「蝴蝶異想世界」影片對於國小學生學習知識與保育態度的效果以及對教師教學的影響。選擇臺北市兩間小學，A學校與B學校為研究對象。選擇九十九學年度下學期之小學四年級和五年級學生為研究樣本，臺北市A學校四年級4個班級 (92人) 與五年級4個班級 (73人) 以及臺北市B學校五年級5個班級 (113人)，共13個班級 (278人)。配合國立臺灣大學昆蟲學系服務學習三的課程，指派大三學生為授課老師，共有9位。本研究希望比較影片教學7個班 (145人) 與簡報教學6個班 (133人) 之間的差異，教學內容及流程經過事先詳細的討論和演練。影片教學的主要教材為國科會與臺灣大學合作製作的「蝴蝶異想世界」影片，簡報教學的主要教材為研究者與授課教師共同自製的簡報，並力求影片教學與簡報教學的教學內容相似。本研究工具經過效度與信度檢核完成之問卷，「國小四、五年級學童蝴蝶的知識、態度之調查問卷」，用以對學生實施前測與後測，比較學生學習效果。此問卷分為三個面向：一、個人基本資料；二、對蝴蝶的認識；三、蝴蝶保育態度量表。使用成對樣本T檢定，分析各班級的前、後測資料，並使用共變數分析，檢驗影片教學與簡報教學之間是否具有顯著差異。研究結果可歸納成如下：一、影片教學7個班級之中，在對蝴蝶的認識得分具有極顯著的進步佔有85%。然而，簡報教學6個班級之中，只有33%有這樣的結果。二、簡報教學6個班級裡，在蝴蝶保育態度量表有顯著的進步佔有33%，但是影片教學的班級則沒有。三、比較影片教學與簡報教學發現，影片教學班級比簡報教學班級的學生於對蝴蝶的認識有比較高分的極顯著進步。四、將學生依前測分數高低分組比較其學習效果，發現高分組與中分組的學生中，影片教學比簡報教學有較高分的極顯著進步。五、教師使用兩套教材後，認同使用「蝴蝶的異想世界」影片教學能吸引學生的學習興趣；而使用PPT教學則沒這效果。本研究分析學生與教師使用「蝴蝶的異想世界」影片的教學優缺點，以及提供教學建議，並提供未來拍攝教學影片的參考。
並列摘要
This study was conducted to determine the effects of a video “Butterfly in Wonderland” on teaching and student learning in the elementary school. To compare the difference between video teaching (VT) and PowerPoint teaching (PPT), two elementary schools (A school and B school) in Taipei city were chosen. The targeted students were from four and five grades. There were 13 classes with total 278 students. The junior students of Department of Entomology, NTU were assigned as teachers for this study. A questionnaire “the Investigative Questionnaire on the Knowledge and Attitudes towards Butterfly amongst Grade-four and Grade-five Elementary School Students” was designed to conduct a pretest and a posttest, which includes, a) personal information, b) knowledge about butterfly and c) the attitudes about butterfly conservation. Data of difference among classes were analyzed by using paired-samples T-test. Using analysis of covariance (ANCOVA) to determine the significant different between VT and PPT. The main findings of this study were as follows: 1. About 85% classes show highly significant knowledge improvement about butterfly in VT class. However, only 33% of classes show such results in PPT class. 2. The 33% of classes show significant attitudes improvement about butterfly conservation in PPT class, but none in VT. 3. The VT classes had higher scores of the knowledge about butterfly than PPT classes. 4. According to pretest scores, students were separated into three score groups. VT classes had higher scores of the knowledge about butterfly than PPT classes in the high and medium score groups. 5. After teaching, teachers thought that the video “Butterfly in Wonder land” induced students’ learning motivations. However, PowerPoint teaching did not. The advantages and disadvantages of video teaching for students and teachers were analyzed in this study. This study provides some suggestions about video teaching and new educational video in the future.