模組化科學育傳影片應用於科學學習之初探

本研究以「製作適合教學現場之影片架構」為目的，從科學育傳影片的概念出發，以「模組化」概念作為影片的主要架構，並將「5E理論架構」作為模組化影片的模塊內容，製作出有理論支持的「模組化科學育傳影片」。研究方法分為兩部分：第一，製作影片。先選擇一課程單元作為影片主題，並以5E為主軸撰寫腳本。為了讓影片內容具備正確性，在影片製作前後皆請專家及教師確認影片內容。第二，影片應用。影片完成後，研究者邀請五位教師利用影片設計課程，並進行教學。研究者在課程結束後，與授課教師進行深度晤談，以了解本研究所研發之「模組化科學育傳影片」應用於教育現場的情形，例如：此影片設計，能否改善現場教師過去將影片融合進課程的困難。經本研究質性分析結果發現，教師多表示「模組化科學育傳影片」對於影片融入課程有所助益。而正向的回饋大多歸因於：影片「模組化」的特性，使得每部影片時間皆在3分鐘左右，且「模組化」自由組合的特性，還能讓教師依課程選擇合適的影片模塊。總體來說，結合「模組化」與「5E理論架構」的「模組化科學育傳影片」，能改善現場教師將影片融入教學的困難。然而「模組化科學育傳影片」是新的影片呈現模式，因此本研究期待未來更多研究的投入，藉此了解此影片架構與設計對學生之影響，並提供更多教學內容以減緩現場教師之負擔。

關鍵字

科學學習；科學育傳；模組化； 5E

並列摘要

This research aims at developing a media model while producing science education videos to fit in different course designs. Therefore, the Modular Science Edu-Communication Video included Modularization and 5E Instructional Model, and try to fit the spirit of Science Edu-Communication Media. The research methodology includes two parts: 1) video production and 2) video application. First, the video script was written based on 5E Instructional Model, with one course unit chosen as the video content. To ensure the video content accuracy, both field expert and school teacher checked the contents before and after video production. As for video application, the researcher invited five teachers to incorporate the video in their course designs while carring out their teaching. To understand the effect of this video in science teaching, an in-depth interview was conducted after each class. According to the result of qualitative analysis, most teachers felt the Modular Science Edu-Communication Video was helpful to be integrated into their lessons. Teachers’ positive feedbacks were mainly attributed to the modular characteristic of the videos. Each video only took about 3 minutes and included different learning phrases. This allowed teachers to freely incorporate the most suitable videos into their lessons. In general, the Modular Science Edu-Communication Video which combines “Modularization” and “5E Instructional Model” could help overcome teachers’ difficulties in integrating videos into their teaching. However, since this media model is relatively new, more research inputs are expected in the future in order to better understand the impacts that this media model may have on students.