行動學習App融入實作課程對大學理工學生學習成就與科學的態度之影響:以CNC車床學習為例

The Effects of Mobile Learning App Intergrates into Practical Courses on the Operation Skills Learning Achievements and Scientific Attitudes of University Students: CNC Lathe Learning As an Example

張金榮(Jin-Rong. Chang)

指導教授 ： 蘇宏仁

國立清華大學/竹師教育學院/數理教育研究所碩士在職專班/碩士(2019年)

摘要

中文摘要
本研究旨在探討行動學習App融入實作課程對大學理工科系學生學習成
就、科學的態度之影響及不同性別學生的學習成效差異，並探討學生對App融入實作課程教學的感受。
本研究採前後測準實驗研究設計，針對一所大學理工系所的機械操作技能
實習課程，採取小組分組方式進行教學；其中實驗組包括8小組共39人，以App行動學習融入「CNC車床控制器的認識與操作」單元做進行教學一週；另一組為對照組包括8小組共40人，以一般教學的方式同樣進行教學一週。實驗教學前後分別對小組進行共50分鐘之「學習成就」及「科學的態度」的前測與後測，並將蒐集所得的資料以獨立樣本單因子共變數分析(one-way AN-COVA)加以探討。結果顯示：
一、 理工科大學生接受行動學習App融入「CNC車床控制器的認識與操作」教學課程，與接受一般教學的學生在「學習成就」上無顯著差異。
二、 理工科大學生接受行動學習App融入「CNC車床控制器的認識與操作」教學課程，與接受一般教學的學生在「科學的態度」上無顯著差異。
三、 參與本實驗教學的大學生對App 融入實作課程教學的感受為喜歡又有趣，且高度認同覺得適宜在課堂之前預習、課堂之中混合學習以及課堂之後精煉複習。
四、 理工科大學生在App 融入技能學習的「學習成就」與「科學的態度」不因性別不同而有所差異。
關鍵詞：行動學習App、學習成就、科學的態度

關鍵字

行動學習App ； 學習成就 ； 科學的態度

並列摘要

Abstract
The purpose of this study was to explore the integration of Mobile Learning
App into a practical course for students of the College of engineering of university. The effects of mobile learning App integrates into practical courses on the operation skills’ learning and scientific attitude of university students among of different genders, and how students feel about the integration of App into practical curricu-lum were explored.
This study used pre- testing and post-testing quasi-experimental design to
address the mechanical operation skills of a university's science and engineering department. Internship courses were conducted in groups. The experimental group consisted of 8 sub-groups of 39 students. The App Mobile Learning was integrated into the "Recognition and Operation of CNC Lathe Controller" for one week. The other group also consisted of 8 groups, a total of 40 students. A total of 50 minutes of "Learning Achievements" and "scientific attitudes" pre-test and post-test were conducted, and the collected data were analyzed by independent sample single factor covariation analysis (one-way AN-COVA). The results are as follows:
1. The "Learning Achievements" of the students of the College of engineering who received the mobile Learning App integrated into the " Recognition and Opera-tion of CNC Lathe Controller" was not significantly different from the "Learn-ing Achievements" of students who received general teaching strategies.
2. The "Scientific Attitudes" of the students of the College of engineering who received the Mobile Learning App integrated into the "Recognition and Opera-tion
of CNC Lathe Controller" did not differ significantly from the "Scientific Atti-tudes" of the students who received general teaching strategies.
3. The students feel that the mobile learning App is funny and interesting, and highly agree that it is suitable for pre-study and mixed learning in the classroom, and refining after class.
4. The students’ "Learning achievements" and "Scientific Attitudes" of the College of engineering are not different between different gender.

Keywords: Mobile learning App, Learning Achievements, Scientific Attitudes

並列關鍵字

Mobile Learning App ； Learning Achievements ； Scientific Attitudes

參考文獻

吳姈蓉(2004)。行動學習環境下的數學步道及互動解題討論系統之建置與應用。

e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students? The International Review of Research in Open and Distributed Learning, 15(2). https://doi.org/10.19173/irrodl.v15i2.1708

First Published: January/March, https://doi.org/10.1002/sce.3730600112

參考文獻

一、 中文部分