不同形式之物理虛擬實驗對偏遠地區國中生學習成效與科學態度之影響

The Impact of Various Forms of Virtual Reality Experiments in Physics on Learning Effects and Attitudes Toward Science of Junior High School Students in Remote Areas

林浩然(Hao-Ran Lin)

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在職專班/碩士(2018年)

https://doi.org/10.6846/TKU.2018.00860

摘要

本研究旨在談討不同形式之物理虛擬實驗對偏遠地區國中生學習成效與科學態度之影響。本研究採準實驗設計，以新北市偏遠地區某國中九年級為研究對象，一班為採用桌上型物理虛擬實驗教學、另一班則採用沉浸式物理虛擬實驗教學。研究方法主要是以「量化」研究為主，以「槓桿原理成就測驗」與「科學態度量表」為研究工具，配合國民中學理化科九年級上學期「槓桿原理」為主題，來進行研究。
所有研究對象於教學活動前，先以「槓桿原理成就測驗」與「科學態度量表」前測試題施測，待兩組的教學活動完成後，再進行後測。根據學生前、後測資料，以「成對樣本t檢定」、「共變數分析」分析處理後，比較兩班在科學態度、學習成效上是否達顯著差異。根據研究的結果提出下列的三點結論：
一、兩種物理虛擬實驗對提升「科學態度」，在統計上皆有顯著性正向之效。
且，對學生「學習自然科學的信心」、「自然科學有用性」、「自然科學探究
動機」、「對自然科學探究的態度」四個面向皆具有顯著性的正面影響。
二、兩種物理虛擬實驗對提升「學習成效」，皆有達到統計上的進步水準。
三、兩種物理虛擬實驗在「科學態度」與「學習成效」之間，於統計學上皆無
達到顯著的差異。
最後，研究者針對研究結果加以討論分析，並對未來研究提出若干建議，做為未來相關延伸研究的資料參考。

關鍵字

虛擬實驗 ； 偏遠地區 ； 科學教育 ； 學習成效

並列摘要

The purpose of this study is to investigate the impact of various forms of virtual reality experiments in physics on learning effects and attitudes toward science of junior high school students in remote areas. In this study, quasi-experimental research was adopted, and two classes of 9th graders in remote area in New Taipei City were chosen as participants. Desktop virtual reality experiement was adopted in one class and the immersion virtual reality experiement was in the other. A quantitative method was mainly used to collect and analyze data. Besides, the two experiments were administered in the science class for the 9th graders who were taught the leverage unit. Finally, the lever principle learning test and questionnaire of science attitudes were administered to the participants.

Before the experiments, all the participants were given the pre-test of the lever principle learning and the questionnaire of science attitudes. After the experiments finished, they were given the post-test of the lever principle learning and the questionnaire of science attitudes. Then, the data was analyzed by Paired t-Test and ANCOVA to examine whether there were significant differences between the two classes on the attitudes towards science and the learning effectiveness. The conclusions are as follows:
1. The two forms of experiments can significantly enhance the students’ attitudes towards science. Furthermore, they have positive influence on students especially in their confidence to learn science, the practicability of science, the motivation for science, and the attitudes towards science.
2. The two forms of experiments can improve and enhance the students’ learning effects.
3. There are no significant differences between the two forms of experiments on the attitudes towards science and the learning effects.
Based on the conclusions above, some suggestions were made to the future research.

並列關鍵字

virtual reality experiments ； remote areas ； science educational ； learning effects

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