溶解虛擬實驗室的發展及其對學生科學學習成就、概念理解和科學態度的影響

本研究的目的是利用虛擬實境、擴增實境技術開發「溶解虛擬實驗室」，融入粒子模型以協助學生理解抽象困難的概念，學習系統發展完成後，將評估學生在科學學習成就、概念理解及科學學習態度的影響。本系統以「溶解」單元為學習內容包含兩個主題「物質的溶解」、「可以溶解的量」，學習系統的操作流程：先操作「虛擬實驗」或「擴增實驗」，隨後接著「概念回顧」以統整與澄清科學概念；最後進行「測驗挑戰」以檢視學習成果，若學生在「測驗挑戰」中有迷思概念，將會再次進行該實驗的操作，立即性的回饋有助學生概念再次澄清。本研究對象來自新竹縣一所小學國小三年級四個班級，採用準實驗設計，其中兩班57人為實驗組，進行虛擬實驗教學；另兩班56人為對照組，進行一般教學，教學時間為八節課共320分鐘。研究工具包含「對本系統的滿意度」、「物質溶解成就測驗」、「溶解二階診斷測驗」和「科學學習態度量表」。資料分析方法包含敘述統計、單因子共變數分析以及卡方檢定。本研究的重要發現如下：一、學生使用「溶解虛擬實驗室」在「系統內容」、「介面設計」和「系統操作感想」三個向度皆呈現高滿意度，整體感受性亦呈現高滿意度。二、使用「溶解虛擬實驗室」對學生在「溶解」單元的科學學習成就顯著優於一般教學，也對此單元相關概念如：「可溶解的物質與現象」、「定溫、定量的水可以溶解食鹽的量」、「定溫、定量的水可以溶解食鹽、砂糖的量是否相同?」、「不同溫度、不同水量可溶解食鹽的量」具有正面的成效。三、使用「溶解虛擬實驗室」有助學生在「溶解」單元整體概念理解，也能有助此單元相關概念理解如：「食鹽溶解後，水面高度變化」、「不同的物質在同溫、同水量會有不同的溶解量」、「不管有沒有攪拌，放了一段時間，糖或鹽還是會溶解」、「溫度升高，可以增加糖或鹽在水中的溶解量」。四、使用「溶解虛擬實驗室」對學生科學態度顯著優於一般教學。

關鍵字

虛擬實境；擴增實境；溶解；科學學習成就；概念理解；科學學習態度

並列摘要

The purpose of this study was to develop “virtual laboratory of dissolution ” via VR and AR technologies while blending with particle model to help students understand difficult and abstract concepts. After the development of learning system is completed, the impact on students’ science achievement, conceptual understanding, and science attitudes will be evaluated. The topic of this system is “dissolution”, including two concepts: “dissolution of substance” and “soluble amount”. The teaching procedure of the learning system starts from the operation of “VR experiment” or “AR experiment”, followed by the “concept review” to summary and clarify the science concepts; lastly, “testing challenge” will be conducted to review the concepts to be learned. If students feel confused during the “testing challenge”, they can repcat the experiment immediately. This study included four classes from an elementary school with quasi-experimental design. The experimental group included 57 students from two classes with VR experiment teaching, while the control group included of 56 students from two other classes with regular teaching. There are a total of 320 minutes for teaching across eight sessions. The research instruments included “degree of satisfaction with this system survey”, “substance dissolution achievement test”, “two-tier dissolution diagnosis test” , and “science attitudes scale”. The main findings of this study are as follows: 1. Students who used virtual laboratory had high scores in the three dimensions: “system content”, “interface design”, and “impression of system operation” as well as the overall scale. 2. Students using “virtual laboratory of dissolution” achieved better science achievement of “soluble substances and phenomena”, “the amount of salt soluble in a fixed amount of water at a constant temperature”, “are the amounts of salt and sugar soluble in a fixed amount of water at a constant temperature identical to each other?”, and “the amount of salt soluble in different amounts of water at different temperatures, and dissolution than students receiving regular teaching. 3. Students using “virtual laboratory of dissolution” achieved better conceptual understanding of “the change of water level after dissolution of salt”, “different substances will have different soluble amounts at the same temperature and amount of water”, “salt or sugar will be dissolved after a period of time with or without stirring”, and “the soluble amount of sugar or salt will be increased by increasing the temperature”than students receiving regular teaching. 4. Students using “virtual laboratory of dissolution” achieved more positive science attitudes than students receiving regular teaching.