透過圖形校正距離診斷高中生物理科學過程技能

Measuring Student’s Science Process Skill in VEE with Graph Edit Distance

范茗翔(Ming-Shiang Fan)

指導教授 ： 賀嘉生

中原大學/工學院/資訊工程研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000650

摘要

學生用來解決科學方面的問題所用的能力就是科學過程技能。此研究設計一個虛擬實驗環境(Virtual Experiment Environment)來幫助學生透過在這個虛擬實驗環境中進行實驗來練習他們的科學過程技能。

為了鼓勵學生練習他們的科學過程技能，此研究加入故事元素到虛擬實驗環境當中並詢問學生要如何解決故事當中的問題，學生會依據問題解決步驟來解決故事中的問題。而這些步驟是在幫助學生練習不同的科學過程技能。此外為了減少教師的工作負擔，教師只需要著重在設計故事場景和佈置故事場景和動畫場景的相關性。這個虛擬實驗環境會依據問題解決七步驟來自動產生虛擬實驗。

然而在學生使用完虛擬實驗環境之後，教師沒辦法知道學生的科學過程技能的能力。所以為了解決這個問題，此研究嘗試應用圖形校正距離來設計一個以圖形為底的診斷方法，將學生的操作行為和系統預期的正確操作行為轉換成圖形，透過圖形校正距離的方法來計算圖形之間的差異度，透過這個差異度來檢視學生的操作行為和正確的操作行為之間的差異度，並將此差異度轉換成分數來回饋給老師和學生。

此研究實做了一個虛擬實驗系統，並且設計了一個實驗來讓學生對此系統做一個操作，並讓學生提供一些對於系統介面的一些意見和回饋。此外也對於系統診斷的結果來和紙本的科學技能試卷來做一個比較，驗證系統診斷方法的有效性。

關鍵字

物理學 ； 虛擬實驗環境 ； 知識結構 ； 科學過程技能 ； 診斷 ； 圖形校正距離 ； 問題解決

並列摘要

Science Process Skills are what students use to solve scientific problems. This research designs a virtual experiment environment (VEE) to help students building their science process skills by doing virtual experiments.

To motivate students to practice their science process skills, this research designs virtual experiment which integrates story elements into the virtual experiment environment and asks students solving the problem described in the story. Students solve the problem by following the Seven Problem Solving Stages. Each stage helps students practicing different science process skills, e.g. observing, formulating hypothesis, and classifying.

To reduce teachers working loads, teachers only need to focus on designing the story backgrounds and establishing the connections between story elements and Physics experiment elements. The virtual experiment environment can automatically generate the virtual experiments in which the seven problem solving stages are embedded.

However, the teacher currently doesn’t know how the students’ science process skills are while they are using the virtual experiment environment. For this reason, this research tries to apply the graph edit distances to design the graph-based diagnosis methodology and uses the methodology to compare the student’s science process skill graph and the expected graph in order to give both the teacher and the student feedback regarding the student’s science process skills.

At the end of this paper, a virtual experiment environment system is implemented. This research designs an experiment for students to prove the effectiveness of the proposed graph-based diagnosis methodology in analyzing students’ science process skills in Physics. The experiment result will discuss latter.

並列關鍵字

Science Process Skill ； Virtual Experiment Environment ； Physics ； Problem Solving ； Diagnosis ； Graph edit distance ； Knowledge Structure

參考文獻

[LTS 2008] C.-H. Liao, C.-W. Tsou and Y.-C. Shu, “The Roles of Perceived Enjoyment and Price Perception in Determining Acceptance of Multimedia-on-Demand”, International Journal of Business and Information, Vol. 3, No. 1, June, 2008, pp. 27-52.

[AGPTM 2009] F. Amadieu, T. van Gog, F. Paas, A. Tricot and C. Mariné, “Effects of prior knowledgeand concept-map structure on disorientation, cognitive load and learning”, Learning and Instruction, 19, 376–386, 2009.

trained distance metrics for duplicate detection in databases.

Lab, University of Texas at Austin.

[Bunke 1997 ] H. Bunke, “On a relation between graph edit distance and maximum common subgraph”. Pattern Recognition Letters, 18, 1997, pp. 689-694.