電視科學節目在「教｣與「學｣運用上的評價－以「科學小原子｣為例

The Evalution of the Application of Science Television Program on Teaching and Learning －Take "Little Science Hunters" for Example

曾靜香

指導教授 ： 林如章

國立臺灣師範大學/理學院/化學系在職進修碩士班/碩士(2012年)

摘要

九年一貫課程實施以來，強調以生活化的教學主題和學習活動，來提升學生的學習興趣。研究者在教授理化課程中，最常用電視科學節目來輔助教學；其中在原住民電視台播出的「科學小原子」節目，因研究者實際參與部分節目內容的製作，瞭解其製作節目流程與理念，是研究者常運用在教學上的節目。第44集介紹排灣族「五年祭典」的藤球製作及其科學原理，此集的科學原理為國中理化「功與能」之觀念。
本研究透過準實驗研究法，使用問卷對281名國中生和12位教師進行施測，將問卷所蒐集的資料，透過統計分析的數據結果，了解國中生在觀看節目後，對於此節目內容的理解情形及國中生和老師對節目的評價。
以下茲將研究結果依國中生對節目的理解程度、國中生對節目的評價、教師對於節目評價等三方面概述：
一、國中生對節目的理解程度
已學過「力」、「運動學」與「功」的九年級生對節目的理解情形增加最多。七、八年級學生除了【測量拋體上升高度的方法】外，對於【拋體拋出時的方向與運動路線的關係】、【受力路徑長短、受力大小與功的關係】、【空氣阻力作用在拋體上之大小與方向】和【拋體的最佳重量與拋者之關係】等科學概念，理解程度增加不多。
二、國中生對節目的評價
各年級學生對節目的評價都高，尤以九年級生最喜歡節目內容。節目內容與臺東縣學生生活背景相關，因此引起學生較高的參與感與應用能力。
三、教師對於節目評價
教師們對節目中的「節目效果」、「教學方法」、「動畫效果」、「教學運用」和「教學成效」評價頗高，也皆願意運用此集節目教學。

綜合以上研究結果，針對「節目製作」、「教」與「學」運用提出建議略述如下：
一、節目製作
節目主題的方向應以收視觀眾之需求為主，掌握觀眾之先備程度，以循序漸近的引導方式，充分運用電視媒體視聽符號的特性，來傳達複雜的科學概念或專有名詞。
二、「教」與「學」的運用
將「科學小原子」每集節目內容分段剪輯分類彙整，建構教學資源於學習平台上，讓教師或學生可以依據本身之教學或學習需求，有效率的播放相關節目段落。

關鍵字

力 ； 功與能 ； 五年祭典 ； 科學小原子

並列摘要

Since the implementation of Grade 1-9 Curriculum, it has underlined the application of daily life teaching topics and learning activities to improve students’ learning interests. During the teaching process of Physics and Chemistry, the investigator often uses scientific television programs as a teaching aid. The investigator had participated in the production of some episodes in the television program, Little Science Hunters, broadcasted by Taiwan Indigenous TV. With an understanding in the process and concepts of the program, it is one of the many teaching materials used by the investigator. In episode 44 introduces the Five-Year Ceremony of Paiwan tribe, including the making of vine balls as well as the scientific principles behind it. The scientific principles in this episode are the concepts of Work and Energy in junior high school physics and chemistry courses.

In this research, the investigator applied to quasi-experimental research method and conducted a questionnaire to 281 junior high school students and 12 teachers. Statistical analysis of the collected responses reveals how well the students comprehend the program. It also shows how students and teachers evaluate the program.

Here briefly introduces the research results from the following aspects: junior high school students’ understandings of the program, junior high school students’ evaluation toward the program, and teachers’ evaluation toward the program.

1. Junior high school students’ understandings of the program.
Ninth-grade students with prior knowledge in the concepts of Force, Kinematics, and Work increased their understandings of the program the most. Seventh and eighth-grade students learned to measure the height of a projectile after watching the program. However, the program show little help for them to learn concepts such as the relationship between the launching angle and projectile’s path, the relation of work and the displacement as well as the magnitude of force, the magnitude and direction of air resistance on the projectile, and the relation of a projectile’s ideal weight and its launcher.

2. Junior high school students’ evaluation toward the program.
Students in each grade all gave a high evaluation to the program, especially nine graders. Since the content is relevant to the backgrounds of students in Taitung County, they feel related to it and can have more application in their daily lives.

3. Teachers’ evaluation toward the show.
Teachers had given high evaluation to program effect, teaching method, animation effect, teaching effect, and teaching achievement. They are also willing to use the program as a teaching material.

Summarizing the above results here provides suggestions for program production and its application in teaching and learning.
1. Program production
Theme of choice should meet the needs of target audience and have a handle on their background. Using audio-visual symbols of TV media, audience can understand the complex scientific concepts and terms step by step.

2. Application in teaching and learning
Edit and categorize the content of the Little Science Hunter, then upload to a learning platform. Both teachers and students can choose the desire part to play according to their teaching or learning status and utilize the platform effectively.

並列關鍵字

Force ； Work and Energy ； Five-Year Ceremony ； Little Science Hunters

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