探討動手做實驗及虛擬實驗對國小學童在電磁鐵單元的學習成就及概念理解之影響

Effects of experimenting with physical and virtual manipulative on students’ learning achievement and conceptual understanding in electromagnet

王利元(Li-Yuan Wang)

指導教授 ： 王姿陵

國立清華大學/竹師教育學院/數理教育研究所/碩士(2017年)

摘要

本研究探討於國小階段自然與生活科技課程使用虛擬實驗的不同時機(活動一、活動二、活動三以及全部活動)，對國小六年級學生科學學習成就與科學概念理解的影響。
本研究共分四組實驗組，實驗組A（虛擬實驗→動手做實驗→動手做實驗）、實驗組B（動手做實驗→虛擬實驗→動手做實驗）、實驗組C（動手做實驗→動手做實驗→虛擬實驗）以及實驗組D（虛擬實驗→虛擬實驗→虛擬實驗）。參與的樣本來自一所桃園市都會區公立國小六年級四個班級的學生，共105人。研究工具包含電磁鐵成就測驗和電磁鐵二階診斷測驗。資料分析方法包含：敘述統計(descriptive statistics)、卡方檢定(chi-square)以及皮爾森積差相關(Pearson product-moment correlation coefficient)。
本研究的重要發現如下：
一、進入教材內容抽象程度較高的活動使用虛擬實驗能有助學生學習成就。
二、配合教學目標選擇動手做實驗或虛擬實驗學生能有助學習成就。
三、教材內容較抽象時使用虛擬實驗能有助學生達到正確科學概念理解。
四、自然科學成就測驗表現較佳的學生不一定具備正確的概念理解。

關鍵字

動手做實驗 ； 虛擬實驗 ； 電磁鐵 ； 學習成就 ； 概念理解

並列摘要

This major purpose of the study is to explore the impact of using virtual manipulatives at different timing in the implementation of science curriculums(activity one、activity two、activity three and all activity) on sixth grade elementary school students’ science achievement and conceptual understanding.
This study included four teaching strategies. Experimental group A (virtual manipulatives → physical manipulatives → physical manipulatives), experimental group B (physical manipulatives → virtual manipulatives → physical manipulatives), experimental group C (physical manipulatives → physical manipulatives → virtual manipulatives) and experimental group D (virtual manipulatives → virtual manipulatives → virtual manipulatives). Four sixth grade classes from Taoyuan city metropolitan area, a total of 105 participants. The instruments of this study include: the electromagnet achievement test and the electromagnet second-order diagnostic test. Data analysis methods include descriptive statistics, chi-square and Pearson product-moment correlation coefficients.
The major findings of this study are as follows:
1. The use of virtual manipulatives for the activities of higher abstraction can help students get better performance and achievement.
2. Corresponded with the teaching objectives, choosing physical manipulatives or virtual manipulatives can help students learn better and have great performance.
3. Students can easily achieve the correct conception of science as the materials with higher abstraction in virtual manipulatives.
4. Students many not have the correct understanding of the scientific concepts as their achievement test is good in science class.

並列關鍵字

physical manipulatives ； virtual manipulatives ； electromagnet ； learning achievement ； conceptual understanding

參考文獻

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