以虛擬實驗室教材作為國中理化實驗學習的評量工具-以「摩擦力課程」為例

Use “Virtual Laboratory” as an Evaluation Tool for Physical Science Learning in Junior High Schools Take the “Friction” Course as an Example

余忠勳(Jhong-Xun Yu)

指導教授 ： 徐新逸

淡江大學/教育學院/教育科技學系數位學習碩士在職專班/碩士(2021年)

https://doi.org/10.6846/TKU.2021.00150

摘要

本研究目的在了解虛擬實驗室的特性針對國中物理實驗成為評量工具之可能性，並用以解決實驗課程消耗大量成本的問題，藉此讓使用者在電腦前去模擬實驗的操作去評量實驗的程序性知識。研究以國中八年級下學期的摩擦力單元作為範例，學生進行實驗以便找出摩擦力大小外，也探索出與摩擦力相關的變因。
研究方法使用設計本位法，以臺北市某國中九年級27位研究對象，施測內容為：讓學生熟悉雲端虛擬物理實驗室（CVLab）的基本操作後，給予學生實驗任務並請學生將實驗數據記錄下來，透過實驗數據來判斷學生實驗操作的能力。研究工具採用五項，分別為基本操作檢核表、實驗任務學習單、實驗概念簡答題、滿意度量表、口頭訪談。學生程序性知識是透過實驗數據填答來測量；基本操作檢核表是用於觀察學生對虛擬實驗室的操作情形；實驗概念簡答題用於檢測學生對該實驗的概念理解程度；滿意度量表測量學生使用該軟體作為一種評量工具的滿意程度；口頭訪談學生在使用虛擬實驗室作為一種評量工具的心得感想。
研究目的為發展以雲端虛擬物理實驗室為一種評量工具；以及探討該評量工具與檢視程序性知識的關係；並且檢視學生程序性知識以及實驗的概念理解程度、滿意度之關係。透過訪談學生使用後的心得，將虛擬實驗室做一個完整的評估結果。研究結果發現：1.發現軟體要快速上手仍有些難度，因為在操作檢核上有一半學生需要協助才能完成；2.學生在實驗操作上數據的答對率90.91%，表示該評量工具可檢視學生在該實驗的程序性知識是高的；3.學生程序性知識得分與概念理解知識得分的相關性低(r=.02)，表示程序性知識與實驗概念不會相互影響；4.學生程序性知識得分與滿意度得分的相關性低(r=.37)，表示程序性知識與滿意度不會相互影響；5.滿意度平均得分為4.05，顯示學生是喜歡且願意使用軟體；6.從學生訪談回饋是喜歡操作該軟體、認為有提升學習動機、增加學習成效，結果上偏向喜歡操作虛擬實驗室。綜合以上，虛擬實驗室作為一評量工具是測驗學生的實驗程序性知識是可行的，並且概念性知識以及滿意度並不會影響程序性知識。
此研究將來能為科學教育中去普及使用虛擬實驗室做一參考，多元化方式使用虛擬實驗室，可以為一評量工具，測出學生操作實驗的能力，甚至也有其他形式呈現，結合其他教學方法產生不同的教學變化，提供學生更多元的學習歷程。

關鍵字

虛擬實驗室 ； 國中理化實驗 ； 程序性知識

並列摘要

The purpose of this research is to understand the characteristics of virtual laboratories, aiming at the possibility of physics experiments becoming an evaluation tool in junior high school, and to solve the problem that the experimental course consumes a lot of cost, this allows the user to simulate the operation of the experiment in front of the computer to evaluate the procedural knowledge. The study uses the friction course as an example to find out the friction, and also explore the variable factors related to the friction.
The research method used the Design-based Research(DBR), with 27 students in a ninth-grade class of a middle school in Taipei. The content of the test was: After making students familiar with the basic operation of the virtual laboratory, giving them experimental tasks and asked them to record the experimental data, and used the experimental data to evaluate the ability of the students to operate the experiment. The research tools were: basic operation checklist, experimental task learning sheets, short answer questions of experimental concepts, satisfaction scales, and oral interviews.
The results of the correct rate of experimental data were used to indicate the level of students' procedural knowledge of experimental operations; the basic operation checklist was used to observe the operating situation of students in the virtual laboratory(CVLab) and the experimental concept short answer questions were used to test that students’ understanding of the concept in this experiment; the Satisfaction Scale measured students’ satisfaction with using the software as an evaluation tool; oral interview with students' feelings after using the virtual laboratory were as an evaluation tool.
The purpose of the research was to develop a virtual laboratory as an evaluation tool; and discussed the relationship between the assessment tool and review procedural knowledge; and examined the relationship between students' procedural knowledge and experimental conceptual understanding and satisfaction. Through interviews with students' experience after using, made a complete evaluation for virtual laboratory.
The result found:1. The software was still difficult to get started quickly, because half of the students needed assistance to complete the operation check;2. the correct answer rate of the students in the experiment operation data was 90.91%, indicating that the students' procedural knowledge in the experiment is high.; 3.The score of the experimental data and the score of the experimental concept short answer had a low correlation (r=.02), indicating that the procedural knowledge and the experimental concept will not affect each other; 4.The correlation between the score of the experimental data and the satisfaction score was low (r=.37), indicating that procedural knowledge and satisfaction will not affect each other;5.The satisfaction score was higher than the median value(3point), indicating that students have a high acceptance of using the software; 6. The feedback from student interviews was fond of operating the virtual laboratory. In summary, the virtual laboratory as an evaluation tool was feasible to test the students’ experimental procedural knowledge.
This research can serve as a reference for popularizing the use of virtual laboratories in science education in the future. It can use virtual laboratories in a variety of ways. Using as an evaluation tool to measure the ability of students to operate experiments. It can even be presented in other forms and combined with teaching methods that have produced different teaching changes, providing students with more diverse learning journeys.

並列關鍵字

Virtual laboratory ； Physical science ； Procedural knowledge

參考文獻

參考文獻

英文部分

Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skill (pp. 1-33). Mahwah, NJ: Lawrence Erlbaum Associates.

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