線上合作問題解決3D微觀模擬實驗課程對國中生電池電解問題解決能力之影響

本研究設計並發展電池及電解兩個單元的線上合作問題解決3D微觀模擬實驗學習課程，其中一組以鷹架融入線上合作問題解決企圖探討其對國中學生之電池電解問題解決能力的影響。研究對象為新竹地區某國中八年級學生共105位，依研究設計分為線上合作問題解決組(N=52)及鷹架融入線上合作問題解決組(N=53)分別進行線上課程學習。在學習前與學習後均收集所有學生的電池電解問題解決測驗及問卷調查(學習動機、合作興趣、科學自我效能、科學興趣、認識觀知識)測驗，同時蒐集學生在線上課程中的合作問題解決學習歷程，以深入探討學生在學習過程中的變化情形。研究結果顯示，兩種學習模式在電池電解問題解決測驗後測上皆有提升，其中鷹架融入線上合作問題解決組在後測有顯著進步，但兩種學習模式對學生問題解決表現沒有顯著差異。從問卷調查的分析結果看來，對於電池電解問題解決後測最具預測力的變項為科學興趣。而在線上學習歷程分項表現上，電池概念延伸問題表現是電池電解問題解決後測最具預測力的因子，其次為電解概念延伸問題表現。線上學習歷程的質性分析資料顯示在整個學習的歷程中鷹架融入線上合作問題解決組的表現越來越好，並與線上合作問題解決組拉近差距。因此總結兩種學習模式各具其優勢，且不相上下，可見得線上合作問題解決學習不論融入鷹架與否均能有效的提升學生的問題解決能力，並顯示學生的科學興趣是最具影響線上合作問題解決課程中的學習表現的因子。

關鍵字

線上合作問題解決；鷹架；模擬

並列摘要

This study developed electrochemistry online collaborative problem which specifically focus on providing students with opportunity to experience the collaborative problem solving experience with their peers and also actually doing experiment with 3D animation experiments. The main purpose of this study was to examine the effectiveness of online collaborative problem solving integrate with/without scaffolding on 8th graders’ problem solving performance. A total of 105 eight grade students were randomly assigned into two different groups which one of the group received online collaborative problem solving program (N=52) and the other group received scaffolding embedded online collaborative problem solving program (N=53). All of the students have received problem solving test and affective questionnaires before and after learning. Students’ online collaborative problem solving process were also collected as well during their online collaborative problem solving. Results indicated that the both groups all made progress on their problem solving performance after learning and only scaffolding embedded collaborative problem solving group made significant progress on their problem solving performance after learning. For the students’ questionnaires, it showed that only the dimensions of epistemic beliefs and enjoyment of science significantly correlated with their problem solving performance. Regression results further indicated that the enjoyment of science is the most predictive factor to predict students’ problem solving performance. Besides, the regression results also indicated that the most predictive factor of online learning process can predict students’ problem solving performance is the performance of battery concept extension problem score following by the performance of electrolysis concept extension problem score. The qualitative analysis of online problem solving process showed that scaffolding embedded collaborative problem solving group made progress as time went on and close up the difference with collaborative problem solving group. Both of the quantitative and qualitative results indicated that both types of collaborative problem solving program do foster students’ problem solving performance without any significant difference between groups. It implies both types of collaborative problem solving do have their own merits and do enhance students’ problem solving learning.