- 學位論文
奈米綠色能源融入高中理化課程之開發與評鑑
The Teaching and Evaluation of Nano-Green Energy into the Courses of Physics and Chemistry in Senior High School
摘要
本研究目的在探討「奈米綠色能源」融入高中理化課程對高一學生的影響。本研究試圖利用新興科技的引入，培養學生的科學能力，使他們在學習活動中體驗科技發展的實證精神，領受學習科技的樂趣，加強學習科學的動機，增強實驗操作及探究、分析的能力，提升其科學素養。 本研究採準實驗研究法針對某高中挑選兩個班級作為實驗班與對照班，兩個班級都有接受過基本理化課程，實驗班為多接受「奈米綠色能源課程」訓練，並在學期後與對照班共同進行專題實驗比較，最後收集學生「奈米綠色能源課程自信心與興趣態度量表」、「知識性單元測驗」、「教師專業成長訪談」、「實驗學習單」、「專題實驗」及「學生訪談」等資料進行質性與量化資料分析。 經研究分析後，結果顯示: (1)課程教材初設計上在經實驗班後，奈米綠色能源課程架構分為八個章節，共五個實驗教具。(2)學生在實驗性的自信心與興趣態度經前後測有明顯差異存在。(3)學生在知識性測驗部分，前三章學習成效沒有明顯進步，在第四章至第八章學習成效上有明顯進步。(4)學生依自信心與興趣態度分組在實驗操作上，根據自信心與興趣態度的高低，在實驗討論、實驗結果會有所不同。(5)教師在專業領域上從沒有系統化的知識轉變為較有系統化。(6)實驗班和對照班在專題實驗上，實驗班在專題實驗的結果比對照班來的高分，有顯著差異存在。
並列摘要
This study aims to investigate the “Nano green energy” into the high school curriculum for high school students physical and chemical effects. This study attempts to introduce the use of emerging technologies to develop student’s scientific capabilities, enabling them to experience science and technology in the development of learning activities empirical spirit, I have the pleasure of learning technology to enhance the motivation to learn science, enhance the experimental operation and exploration, analysis capabilities and enhance their scientific literacy. This study used a quasi-experimental research method for the selection of two classes as a high school experimental classes and control classes, two classes of basic physics and chemistry courses have received the experimental class was more acceptable “Nano Green Energy Curriculum” training after the semester,compared the experimental and control classes together with the thematic experiments, the final collection of the student’s“nano green energy curriculum confidence and interest attitude in scale”,“conceptual unit test”,“teacher professional development interviews”,“experiential learning sheet”, “monographic experiment”and“student interviews” then analysis the qualitative and quantitative data. After analyzing the results show: (1)The initially design of 「curriculum materials」 in the after experimental classes, nanotechnology green energy curriculum framework is divided into eight chapters,five experimental teaching aids. (2)Student’s in the experimental attitude of self-confidence and interest have been measured before and after significant differences exist. (3)Students in the knowledge quiz section, no significant progress in learning the first three chapters, in chapter four to chapter eight of significant progress on learning outcomes. (4)Student’s self-confidence and interest in accordance with the experimental attitude grouping operation, according to the attitude of self-confidence and interest in the level of discussion in the experiment,the results of the experimental will be different.(5) Teachers in the field of expertise from no systematic knowledge into more systematic. (6) Experimental classes and control classes in monographic experiments,compared to the results of the monographic experiment,experimental classes got a higher score than the control classes, there are significant differences exist.