社交媒體輔助科學教學之研究-以Wiki與Google Docs輔助物理教學為例

社會建構主義是一種知識理論，亦是一種實用的教學方法，許多教師運用社會建構理論概念，提供學生社會互動的機會，促進學生的學習成效。而近年來社交媒體迅速的發展，其高度的社會互動特性正好提供學習者更多學習互動的機會。本研究以國中物理科教學為例，探討面對面討論與社交媒體環境中之社會學習對實現社會知識建構之影響。本研究採取準實驗研究法，以兩個班級各12位學生分別為實驗組和對照組。實驗組學生使用Wiki與Google Docs兩種社交媒體輔助教學，而控制組學生則是以紙筆進行面對面討論教學。實驗共進行10節課，實驗以物理科成就測驗、概念構圖、科學態度量表，以及社會學習問卷來分析學生在物理科學習的情形。實驗結果發現：使用社交媒體輔助學習的學生與面對面討論學習的學生在物理科學習成就方面並無顯著差別，但利用社交媒體輔助學習的學生在概念構圖與科學態度表現較面對面討論學習的學生為佳。此外，從社會學習問卷來看，社交媒體輔助學習的學生在課程教學活動中較有願意與他人溝通、討論與合作，也較樂於與他人進行科學知識的分享交流，並且較能會透過觀察或模仿他人的作品進行學習，在作品中亦能容納較多不同的觀點。本研究之實驗與分析結果可提供未來以社交媒體輔助學教學相關研究之建議，亦可作為未來教學者利用社交媒體建致社會學習環境之參考。

關鍵字

社會建構主義；社交媒體； Wiki ； Google Docs

並列摘要

Social constructivism argues that people construct their knowledge through interactions and discussions, which is refined gradually and develops collaboratively into a common idea with shared meaning. Therefore, many instructors employ collaborative learning strategies to provide opportunities of social interaction to foster learning. With the emergence of social media applications, which encourage a more active and interactive internet usage, there are new opportunities for social learning. This study will investigate the differences between traditional face-to-face interaction and social-media-asssited interaction for achieving collaborative knowledge construction. A quasi-experimental study was conducted in a physics course, in which the control group discussed their opinions and concept maps by the face-to-face method while the experimental group employed Wiki and Google Docs to accomplish their discussions and concept maps. Physics achievements, concept mapping skills, attitude toward science, and attitude toward social learning were examined to see the differences between two groups and the effectiveness of social-media-assisted learning. The findings of our study suggested that the face-to-face group and the social-media-assisted group had no significant difference in terms of physics achievements. But the social-media-assisted group had higher performance in both physics concept representation and attitude toward science. Moreover, the social-media-assisted group was more willing to negotiate, cooperate, and share science knowledge with peers. Students in this group also tended to learn by observation and modeling, and include divergent perspectives in their work.