- 學位論文
科學素養導向「地貌與岩礦形成桌遊」之設計與評估研究
Study on the “Design and Evaluation of a Geomorphology Board Game” for Middle School Scientific Literacy
摘要
本研究以國中自然領域地球科學學習內容為基礎，針對科學桌遊學習的特質，對應「地貌變動」與「岩礦分類」兩大主題的學習內容，以提升學生科學素養為學習目標，使用設計本位教學研究法（ Design-Based Research, DBR 自行設計一款科學桌遊。此科學桌遊以卡牌策略型桌遊設計為主軸，協助學生在遊戲進行的過程中，主動學習「地貌變動」與「岩礦分類」兩項學習內容的「科學認知」，內化並增加其地球科學素養的「科學探究能力」與「科學態度與本質」。最後對新北市某國中之七年級科學社團學生與八年級常態編班學生進行施測，研究方法採前後測，以地貌變動與岩礦分類桌遊做為課程主體，在經過數據分析，提出此教學方式之研究結果並歸納結論，顯示本研究設計桌遊在單次進行的前提下，對學生在地貌變動與岩礦分類學習內容的學習認知效益較不顯著，但能顯著強化學生對於地球科學素養之科學探究能力，同時顯 著增加學生對地球科學之科學態度與本質的正向看法。對於學生降低科學學習門檻、提高自主學習能力與興趣的培育，具有明顯的效益。
並列摘要
This research is to design a card strategy-based scientific board game based on the Design-Based Research (DBR). The theme of the board game design is the learning content of Earth Science "Geomorphology" and "Rock and Mineral Identification" in the seventh to ninth grades of the 12-year National Education Guide. The learning goal is to improve students' scientific literacy, assist students to actively learn "geomorphology" and "rock and mineral identification" in the process of playing games, increase scientific cognition ability, strengthen scientific inquiry ability of earth science literacy, and establish a positive scientific attitude with essence. This study will test the seventh-grade science club students and eighth-grade normal class students. Under the premise of a single operation, the results show that this board game designed in this study has less significant cognitive benefits for students in the study of "geomorphology" and "rock and mineral identification", but it can significantly strengthen students' scientific inquiry ability for earth science literacy. At the same time, it significantly increases students' positive views on the scientific attitude and nature of earth sciences. It has obvious benefits for the cultivation of students' lowering the threshold of scientific learning and improving their independent learning ability and interest.