本研究旨在針對國小學童的科學迷失概念,設計一套應用精熟學習策略的電腦輔助教學教材,並評估此種教學方式對於國小學童科學概念改變之影響。本研究採準實驗研究法,以新北市某國小57名四年級學生為樣本,採「單組樣本前後測」的設計進行四週的教學實驗,以研究者自行編製之「兩階段式概念測驗」瞭解學生在實驗前後分別存有哪些迷思概念,然後利用半結構式訪談進一步瞭解學生迷思概念的成因及概念改變的原因。本研究將蒐集之量化及質化資料加以分析整理,獲致以下結論:(1)本研究所發展之「線上互動精熟學習教材」對於科學概念的教學具有顯著正向的成效。(2)在電路的組成元件、齒輪的轉動速度及齒輪比的計算方面,本教材能有效的協助學生改變迷思概念。(3)本教材在串聯與並聯單元的概念改變成效不顯著,原因是學生對於這部分的概念容易混淆而難以建立正確概念。(4)本教材在齒輪的轉動方向的概念改變成效亦不顯著,原因是多數學生在教學活動前便已具備正確的概念。由於互動式模擬學習教材開發不易,教學者在進行教材開發時,應審慎分析學習者需求,針對課程的核心概念進行教材設計,並考量教材之可修改性、分享性及重複利用性,方能使互動式教材發揮最大的價值。
This study aimed at developing a mastery learning CAI and evaluating its effects on students' scientific conceptual change. The one-group pretest-posttest design was applied in the experiment. Fifty-seven students from two fourth-grade classes at an elementary school in New Taipei City were selected as the research target. From the results of this research, it was found that the developed Mastery Learning system can help students change their misconception in the combination of circuits, but it is difficult for them to distinguish the parallel and the series circuits. For the gear units, this system can effectively approve students' gear concepts in machinery. In addition, conclusions and suggestions were provided for teachers to integrate mastery learning strategy into their CAI classes.