電腦多媒體輔助教學在高一「力與運動」課程的教學成效探討

陳智源

指導教授 ： 黃福坤博士

國立臺灣師範大學/理學院/物理學系在職進修碩士班/碩士(2002年)

摘要

本研究將學生分成實驗組A（73人）、實驗組B（74人）與對照組（110人）三組樣本，探討電腦多媒體輔助教學對高一學生在「力與運動」單元上的教學成效，及觀察學生接受電腦多媒體輔助教學的學習態度。實驗組A（73人）與實驗組B（74人）為使用電腦多媒體輔助教學，這兩組的差異為實驗組A（73人）的學生有親自操作動畫。對照組則接受傳統方式教學。
本研究結果如下：
1. 學生在教學前的力學迷思概念大多來自「衝力理論」，本研究驗證文獻中國內外學者所提及的迷思概念。
2. 實驗組A的教學成效優於對照組，顯示電腦多媒體輔助教學配合學生實際操作動畫的課程設計，有較好的教學成效。
3. 實驗組A及實驗組B在直觀物理型的概念表現上皆優於對照組，但在非直觀物理型的概念上無顯著差異。顯示電腦多媒體輔助教學能傳播有效的視覺碼，協助學生在直觀物理型的概念改變。
4. 學生利用物理模擬動畫有助於增加判斷物體運動軌跡的能力，但對造成運動的背後原因的理解幫助有限。
5. 學生肯定電腦多媒體輔助教學的功能，且認為「力與運動多媒體教材」中的動畫與影片對物理概念的了解有幫助，並希望未來的單元也能繼續使用多媒體教材

關鍵字

電腦輔助教學 ； 力與運動

並列摘要

This research is to discuss the effects of computer assisted multimedia teaching on first year senior high school students in the “force and motion” unit and to observe their learning attitude toward computer assisted multimedia teaching .
The students were divided into three groups, group A (73 students), group B (74 students), and group C (110 students). Group A and group B underwent experiment with computer assisted multi-media teaching, and between the two groups, group A actually manipulate animation themselves. Different from group A and B, group C were taught in a traditional way.
We have found the following results:
1. Most of the students’ misconceptions about dynamics come from “impetus theory.” Most of the misconceptions found by this study are similar to these found in in the literature review.
2. Pre-test and Post-test results show that only group A is better than group C （significant difference）. This shows that computer assisted multimedia teaching leads to better teaching effects, if the student can actually manipulate the animation in the curriculums.
3. Group A and group B perform better than group C in directly sense of physics conceptions, and the difference is significant, while there is no significant difference in theory of physics conceptions. This shows that computer assisted multimedia teaching can convey visual codes effectively; assisting students in altering their directly sense of physics conceptions .
4. With the help of simulated animator, students are more capable of judging the tracks of motion. However it doesn’t help much in students’ understanding of what causes the motion.
5. Students show positive attitude toward the function of multimedia computer assisted teaching, and they think that the animation and films of “force and motion” help understand physic conceptions. They hope that multimedia material can also be used in future units.

參考文獻

許瑛玿（2000）：網路科技支援之電腦教學軟體對學生學習科學概念的影響。師大學報,44,p.1-16。

鄭茹芬（民91）；國中學生在力學課程後對力與運動概念認知之現況調查。國立台灣師範大學物理研究所論文。

任宗浩（2002）：不同階段和不同學習成就的中學生其力學概念與組織之研究。國立台灣師範大學科學教育研究所博士論文。

邱美虹（1999）：概念改變研究的省思。中華民國第十四屆科學教育學術研討會。國立高雄師範大學,p.620-627。

Baggett,P.（1984）.Role of temporal overlap of visual and auditory material in forming dual media association . Journal of Educational Psychology ,76（3）,408-417.