情境式學習在氧化還原網站之應用與研究

Study and Application on Web Based Situated Learning of ＂Oxidation - Reduction Reactions＂

翁榮源(Zang-Yuan Own) ； 李岱芳(Tai-Fang Lee)

《化學》 60卷2期 (2002/06) Pp. 281-288

https://doi.org/10.6623/chem.2002029

摘要

本研究探用情境學習理論為網頁設計之基礎，利用電腦多媒體特性，製作出符合情境學習模式之「氧化還原反應」網路教學。並將學習模式區分為情境式學習與非情境式學習；學習者認知型態依據「藏圖測驗」分為場地獨立與場地依賴兩組。研究結果顯示化學教師、教育學者及軟體設計師對於本網頁教材內容、網站介面設計方面均認為生動趣味活潑；整體而言，參與評估者均給予正面的肯定，認同情境式學習網站的確可發揮教學目的。在學習成效部分，學生在情境式網路學習優於在非情境式網路學習中的學習成效而不同背景學生中，又以場地依賴、高先備知識、男生、理學院、高年級的學生，在情境式網路學習中的表現明顯優於在非情境式網路學習中的表現。

關鍵字

情境學習 ； 氧化還原 ； 網路學習 ； 認知型態 ； 先備知識

並列摘要

On the web design side in this study, the hornepage design which bases on the situated learning theory and take the advantage of multimedia to make a suitable learning model for ＂Oxidation Reduction Reactions＂ distance education. Learners who are setting for two groups: situated learning and non-situated learning learn the subject content through Internet under this research. Learners' cognitive style is according to the questionnaire to divide by field independence and field dependence. The research conclude: on the web designing side, soft wear programmers and chemical teachers deem the interface design, teaching content and processes are not only liveliness and active also agreed positively the situated learning works well on the web education. On the study efficiency side, students who under the situated learning show study efficiency progresses significantly and moreover then who are under non-situated learning. Therefore field dependence students' prior knowledge' male college students' science students and senior students are more outstanding then other students from different background in the situated learning environment then non-situated learning environment.

並列關鍵字

situated learning ； oxidation-reduction ； web-based learning ； cognitive style ； prior knowledge