科學遊戲對國小學習障礙生自然科學習成效之探究

Research on the Effects of Science Game on the Learning of Nature Science in Elementary School Students with Learning Disabilities

魏佳萾(CHIA-YING WEI)

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

本研究主要是探究科學遊戲對國小學習障礙生自然科學習成效，包含學習障礙生之科學概念學習及科學興趣之影響，以及瞭解學習障礙生學習科學遊戲之過程、困難與解決方法。
研究方法為質性研究中的個案研究法，採立意取樣，研究對象為新竹市ｏｏ國小三位四年級之學習障礙生，研究時間為期八週，每週進行一堂40分鐘的科學遊戲課程。研究資料蒐集包含上課影片、教學日誌、學生訪談和科學概念成就測驗前後測，並在資料蒐集結束後進行分析與討論。
研究結果：1.科學遊戲教學能提升國小學習障礙生科學概念的學習成就且不同個案間有不同的差異2.科學遊戲教學能提升國小學習障礙生的科學興趣3.學習障礙生學習科學遊戲課程遭遇的困難包含（1）學習障礙生對科學概念理解上有困難且容易混淆（2）學習障礙生難以將科學概念與生活中的事物做連結（3）混合型學習障礙生在科學遊戲操作上有困難（4）學習障礙生在閱讀學習單或成就測驗題目有困難（5）學習障礙生在紙筆測驗中書寫的部分有困難4.教學者針對學習障礙生學習科學所遭遇的困難之解決方法為（1）將科學概念具體化說明，利用生活中的經驗、事物來比喻科學概念，並舉出相關之科學實例，在舉例過程中可輔以圖文或實物，藉此來訓練與增進學障生的長短期記憶（2）使用多感官教學，藉由增加實驗操作、科學遊戲競賽等來增進學障生對科學概念之理解，並視情況簡化操作步驟及適時的給予協助（3）評量方式保持彈性。
未來研究方向建議可針對不同障礙類型或年級的個案進行研究，研究主題方面可針對學習障礙生在將科學與生活經驗連結的困難上進行探討，研究方法上可改良適合學習障礙生的量表來使用或是延長教學或後測的時間。

關鍵字

科學遊戲 ； 學習障礙 ； 質性研究 ； 個案研究 ； 自然科學習成效

並列摘要

The purpose of this study was to research on the effects of science game on the learning of Nature Science in elementary school students with learning disabilities, including scientific concept learning effectiveness, impact of scientific interest with learning disabilities, and probe the process, difficulties and solutions of learning disabilities in learning science games.Research method is qualitative case study. using purposve sampling method, the study subjects were three students with learning disabilities who were in the fourth grade. Study period is eight weeks, a 40-minute science game course ever week. Research data collection including class videos, teaching logs, student interviews pre and post, scientific concept achievement test. The research findings are as follows:1.Science game teaching can improve the scientific concept learning of students with learning disabilities, and have different effects between different cases.2.Science game teaching can enhance the scientific interest of students with learning disabilities.3.Difficulties encountered by students with learning disabilities in learning science games include: (1)Students with learning disabilities have difficulty understanding the concept of science and are easily confused. (2)It is difficult for students with learning disabilities to connect scientific concepts with things in life. (3)Students with learning disabilities have difficulty in scientific game operations. (4)Students with learning disabilities have difficulty in reading the learning sheet or test questions. (5)It is difficult for students with learning disabilities to write in the test. 4.The solutions of the difficulties encountered by students with learning disabilities are (1)Describing the scientific concepts concretely. (2)Using the experiences or things in life to compare scientific concepts. (3)Experimental operations can enhance the understanding of scientific concepts. (4)Training long-term and short-term memory to enhance the memory of scientific concepts. (5)VAKT teaching enhances understanding of scientific concepts. (6)Giving and explaining examples of scientific concepts that are related to daily life, and using graphic or actual objects as an aid (7)Simplifing the operations of scientific game and offering assist once at the right time. (8)Game competition can increase the ability of scientific game operations. (9)Using multiple assessment skills.

並列關鍵字

science game. ； learning disabilities ； qualitative research ； case study ； the effect of Nature Science learning

參考文獻

吳鐵雄、陳淑美、張景媛（1993）。中學興趣量表編制報告。教育心理學報，26，107-124。

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