探討利用「動態表徵」與「靜態表徵」教學對概念學習成效影響之研究－以「波的重疊原理」單元為例

Exploring the effect of dynamic and static representation on conceptual learning: An example of wave superposition.

張力夫(Li-Fu Chang)

指導教授 ： 裘性天 ； 王嘉瑜

國立交通大學/理學院/理學院科技與數位學習學程/碩士(2011年)

https://doi.org/10.6842/NCTU.2011.00793

摘要

本研究旨在探討以「動態表徵」或「靜態表徵」進行教學，對高中生於「波的重疊原理」單元學習成效影響之差異。為達成研究目的，採實驗研究法之準實驗設計，以北區某高中三年級兩班學生分為實驗組Ⅰ與實驗組Ⅱ，進行兩堂的教學實驗。實驗組Ⅰ運用物理教學網站之波的重疊動畫教材進行教學；實驗組Ⅱ則是將動畫教材中的瞬間畫面擷取出來，作為靜態圖片教材來進行教學，比較兩組學生在概念成效試卷表現，以及學習過程成效記錄之表現差異。
結果顯示實驗組Ⅰ相較於實驗組Ⅱ在經過實驗教學後，在概念成效試卷表現與前測成績相比較，後測與延宕測均有更好的學習成效，顯示使用動態表徵教學較使用靜態表徵，更有助於學生概念學習成效與保留成效的增進。另外針對學習過程成效記錄進行分析，結果呈現接受動態表徵教學之學習者教接受靜態表徵者亦有較佳的教學成效，且達顯著差異。本研究顯示「動態表徵」教學較「靜態表徵」教學，對波的重疊原理單元能夠產生好的概念學習成效。

關鍵字

波的重疊原理 ； 動態表徵 ； 靜態表徵

並列摘要

This study aimed to explore influence on outcomes of scientific conceptual construction through teaching principles of wave superposition with “dynamic representation” or “static representation”.To achieve the purpose of research, a quasi-experimental design was conduced, high school students in the Northen Taiwan. Dynamic or static representation was incorporated into a design of instruction on wave superposition. Students in the experimental group Ⅰ received instruction incorporating dynamic representations. Students in the experimental group Ⅱreceived instruction incorporating static representations. Students’ performance on a conceptual diagnostic exam and on their fearning worksheek were analyzed to determine effectiveness dynamic and static representation on assisting high school students’ learning concept of wave superposition.
The results showed that students who received instruction with dynamic representations outperformed those who received instruction with static representations on their post and postpond test’s scores of conceptual diagnostic exams well as on their scores of learning worksheet. That the use of dynamic characterization of the concept of teaching can help students learning and retention enhance the effectiveness. Another record for the effectiveness of the learning process analysis, dynamic characterization results presented to accept the teaching of learners are also better teaching and learning, and significant differences . This study suggest that instructions incorporating dynamic representation is more effective in assisting learning of wave superposition, in comparison to instructions combining with static representation.

並列關鍵字

wave superposition principle ； dynamic representation ； static representation

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