虛擬科學探究歷程評量與診斷機制

科學教育最主要的目的在於培養學生有科學探究之能力。而培養此能力的最佳方式是老師帶領學生進行探究式實驗。由於探究式實驗的進行，需要花費老師大量的時間與精力，但礙於課程的時間有限以及教學進度的壓力下，在實際的課堂中，老師鮮少進行探究實驗教學。因此，開始有許多線上實驗平台的研究，讓學生可以在平台上練習操作與課程相關的科學實驗。可惜的是，鮮少平台會針對學生的操作進行評量與診斷，進而給予學生學習回饋。而本研究提出了線上科學探究能力評量診斷機制，提供學生與老師相關的診斷報告書，進而學生可以根據報告書內容自學，老師也能利用報告書內容有效地瞭解學生科學探究之能力。診斷機制是利用不同的知識表示方式之技術設計而成，同時也採用對話式資料擷取方式設計出讓老師容易倒入知識的方法。由於不同背景的學生所發展出的探究能力也不一，因此本研究也使用了資料探勘的技術找尋高層次的能力表現。根據實驗的結果，學生與老師大都認為此線上評量診斷系統，可以幫助他們瞭解問題與進行改進。

關鍵字

科學探究；知識工程技術；線上診斷；檔案評量

並列摘要

Training students’ scientific inquiry ability is a major learning objective of science education, so teachers require effective assessments to evaluate students’ performance of scientific inquiry and offer appropriate supplementary instruction. This ability should be assessed by evaluating students’ scientific inquiry processes in real experiments and judging whether the overall operation sequences are reasonable or not. Although many virtual laboratories were proposed to reduce the cost of implementing experiments, this kind of portfolio-based assessment is also difficult to be implemented due to the high cost of monitoring each student’s scientific inquiry process and analyzing their operation sequence. In this thesis, an online scientific inquiry diagnosis scheme was proposed to assist teachers in automatically assessing and diagnosing students’ scientific inquiry abilities, where diagnostic reports were generated by extracting experiment plans and operation patterns, evaluating skills from these patterns, and inferring the integrated diagnostic results using teacher-designed scientific concept maps and science process skill maps. Appropriate supplementary instructions are provided to students by using model tracing. Because students’ backgrounds are different, this study proposed behavior finding by data mining technology. Two experiments were conducted where 30 junior high school students and 30 senior high school students participated in the experiments. The results show that students thought that the diagnostic reports were helpful, and teachers also agreed that the comments in diagnostic reports were reasonable and useful.

並列關鍵字

Scientific inquiry ； Online diagnosis ； Portfolio assessment ； Knowledge-based approach

參考文獻

[24] 魯俊賢, 吳毓瑩,過程技能之二階段實作評量:規劃、實踐與效益探究,科學教育學刊, 2007

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[3] C.H. Lee , G.G. Lee, Y. Leu, Application of automatically constructed concept map of learning to conceptual diagnosis of e-learning, Expert Systems with Applications 36, 2009

[4] C.Y. Su, T.I. Wang, Construction and analysis of educational assessments using knowledge maps with weight appraisal of concepts, Computer & Eudcation 55, 2010

[5] D. J. Ketelhut, C. Dede, J. Clarke, A Multi-user Virtual Environment for Building Higher Order Inquiry Skills in Science, British journal of Educational Technology, 2010

國際替代計量

虛擬科學探究歷程評量與診斷機制

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