結合輔助教學策略之模擬式學習系統之研究－以電子學為例

A Study of Computer-based Simulation Learning System with Different Learning Support Strategies Using in Electronics

吳哲旭(Wu Che-Hsu)

指導教授 ： 蕭顯勝

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(2007年)

摘要

本研究以模擬式教學系統為主體，以學習輔助模組，協助學習者進行學習，讓模擬式的教學環境中，學習者不再是盲目沒有目標的隨意學習與操作，亦可避免因先備知識及學習動機的不充足而失去模擬操作學習的意義。研究方向乃定位設計一個以大專電子學半導體物理特性課程之模擬式電子學教學系統、適性化導引輔助學習模組及自律學習輔助模組，以此評鑑大專學生透過此學習系統進行電子學學習時，其學習成效的變化。
為達研究目的，本研究採用文獻分析、系統開發方法與準實驗研究法。首先探討先關文獻以建構「模擬式電子學教學系統」、「適性化導引輔助學習模組」及「自律學習輔助學習模組」。教學實驗以北縣某技術學院五專四年級學生92人為研究對象，隨機分組成三組。一組為對照組，以模擬式教學系統進行學習；一組為實驗組一，使用模擬式教學系統輔以適性化導引輔助學習模組協助學習；一組為實驗組二，以模擬式教學系統輔以自律學習輔助學習模組協助學習。教學實驗開始前，進行基本電學前測（先備知識?）、學習動機量表及電子學能力前測；實驗結束後，施以電子學學習成效後測及學習動機量表。針對不同學習輔助及不同學習動機分群的學習者之學習成效進行資料分析，並輔以質性觀察，得到以下結論：

1.在模擬式的電子學教學系統下，施以適性化導引輔助與自律學習輔助策略，對學習者的學習成效具有顯著提升的效益。
2.高學習動機分群的學習者，不論利用何種方式進行學習，學習成效間並無顯著的差異。
3.低學習動機分群的學習者，在模擬式的教學環境下，給予適性化導引輔助，對學習者之學習成效具有明顯的助益。
4.利用先備知識和學習動機進行分群的學習者在模擬式教學環境下面對不同的學習輔助，會因為學習動機之高低及先備知識之完善程度，而影響其學習過程中的學習及模擬操作之有效學習行為。

關鍵字

模擬式學習 ； 適性化學習 ； 學習動機 ； 學習路徑 ； 自律學習

並列摘要

This study presents an approach for learning electronics in a computer-based simulation learning system, collocate with different kinds of learning support mechanisms, to help students avert studying adrift and blindly, and also help students to make up a deficiency of prerequisite knowledge and study motivation. The purposes of this research are to design three modules of physical characteristic of the semiconductor unit for college’s electronics course. There are: (1) computer-based simulation learning module; (2) adaptive guiding module in a computer-based simulation learning environment; and (3) self-regulated learning module in a computer-based simulation learning environment, and then, to compare students’ learning achievement with these there kinds of learning support strategies.
The methods in this study consist of the literature review of studies and quasi-experimental design. The analysis of studies were for the purposes to construct the 「Computer-based Simulation Learning Module」、the「Adaptive Guiding Module in a Computer-based Simulation Learning Environment」and the「Self-regulated Learning Module in a Computer-based Simulation Learning Environment」. The participants of the quasi-experimental design were 92 of the forth-grade college students in Taipei County, who were divided into three groups randomly, the experimental group 1, the experimental group2, and the control group, to deal with three kinds learning support strategies. Furthermore, each group was divided into two parts - high level and low level, according to their study motivation in order to discuss further about what kinds of strategies will influence more to students’ study motivation in the Computer-based Simulation Learning environments.
There are three research instruments in this study; the Basic Electricity Test was used as a pretest to understand the students’ prerequisite knowledge; the Scale of Electronics Learning Motivation and the Electronics Achievement Test were used as the pretest-posttest to read the students’ variations after the experiment. Then the results and data are examined by t-test, one-way Analysis of Covariance (ANCOVA), and two-way ANCOVA. Additionally, qualitative observation results were discussed.
The main findings of this study are as follows:
1.In the Computer-based Simulation Electronics Learning System, the students’ learning achievements in the experiment groups were both significantly better than those in the control group.
2.There was no significant difference in students’ learning achievement for the high-level motivation students in each group.
3.In the Computer-based Simulation learning environment, the Adaptive Guiding support strategy was significantly better than those in the other group for low-level motivation students.
4.The students divided by prerequisite knowledge and learning motivation will be influenced to their study pattern and simulation operation behavior in the different learning support strategies in the computer-based simulation learning environment, because of the levels of students’ motivation and the sufficiency of prerequisite knowledge.

並列關鍵字

Simulation Learning ； Adaptive Learning ； Learning Motivation ； Learning Path ； Self-Regulated Learning

參考文獻

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