PhET互動式模擬軟體對國小五年級學生數學分數單元學習成就與學習動機之影響

The Effects of Physics Education Technology Simulation on Fifth Graders’ Fraction Learning Achievement and Motivation

張志華(Chih-Hua Chang)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2014年)

https://doi.org/10.6841/NTUT.2014.00887

摘要

數學分數單元是國小數學的核心單元之一，學生常因先前所學的整數觀念而對於分數的學習產生干擾，導致在分數學習上感到困難。研究指出虛擬教具結合了多重表徵，學習者可以同時看到數學學習概念的視覺圖像與符號算式，支持學習者連結不同層面的數學概念與想法。適當地操作虛擬教具，對大部份學童學習數學分數概念有幫助。根據以上所述，本研究主要目的在探討PhET互動式模擬軟體對國小五年級學生在數學分數單元學習成就及學習動機上的影響。
本研究透過準實驗研究法，以新北市某國小五年級兩班共58位學生為研究對象，實驗組運用PhET互動式模擬軟體教學，控制組為接受傳統講述方式教學，進行為期十五節課的教學實驗，研究結果如下：
一、接受PhET運用於數學分數教學後之學生在學習成就上顯著高於接受傳統講述方式教學後之學生。
二、接受PhET運用於數學分數教學後之學生在學習動機上顯著高於接受傳統講述方式教學後之學生。

關鍵字

表徵 ； 等值分數 ； 虛擬教具

並列摘要

Fraction is one of the core units of elementary mathematics. Students often have difficulty learning fraction because of their concept of integer previously learned. Research indicates that with virtual teaching aids incorporating multiple representations, learners can link and learn various levels of mathematical concepts and ideas with the provision of visual images and symbol formulas that express mathematical concepts. Thus, the purpose of this study is to investigate whether manipulating virtual teaching aids using Physics Education Technology Simulation help fifth grade students explore and learn the concepts of fractions in terms of their learning achievement and learning motivation. This quasi-experimental study involves a total of fifty-eight students in two intact fifth grade classes in New Taipei City. The experimental group received PhET interactive simulations software instruction, while the control group learned fraction in traditional classroom instruction. The results are as follows:
1.The learning achievement of students who received PhET instruction was higher than ones who received tradition classroom instruction.
2.The learning motivation of students who received PhET instruction was higher than ones who received traditional classroom instruction.

並列關鍵字

PhET

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