本研究旨在發展「遊戲理解科學教學模式」(TPfSUM, Teaching Play for Science Understanding Model),與教科書為本教學模式進行比較,以準實驗研究法探討與分析兩種科學教學模式下,實驗組與對照組在科學概念學習與科學學習成就表現之差異,並提出科學遊戲融入教學之反思。研究結果顯示,兩組學生學習表現之比較與分析如下:一、科學概念學習測驗方面,實驗組優於對照組,達顯著水準(p=.000),效果量為.490。二、科學學習成就測驗方面,57分以下的學生(佔全體人數85.9%),實驗組優於對照組,達顯著水準;而57~100分的學生,兩組學生的差異則未達顯著水準。由此顯示,TPfSUM比教科書為本的教學模式,對於提升低學習成就學生之科學學習成就較有助益。此外,在實際學習歷程中,TPfSUM之實驗組學生比教科書為本的教學模式對照組學生,也表現出較活潑、樂於參與活動與探索的積極態度。
In this study, we develop Teaching Play for Science Understanding Model (TPfSUM), and to compare with textbook-based teaching model. Analyze and compare the two teaching models in conceptual learning testing and the achievement of scientific learning in quasi-experimental study among two groups of eight-grade students. First, the result of data show that the conceptual learning testing scores in ANCOVA, the experimental group in the TPfSUM is better than that of the control group in textbook-based teaching model, the p=.000<.05, and the effect size is .490. Second, in the achievement test of scientific learning, the students'scores of experiment group is better than that of the control group as their prior scores(85.9%) are under 57; but it makes no difference as the two group students'prior scores are between 57 to 100. Besides, the experimental group of the TPfSUM was more interested in science learning, and dared to challenge the questions in new situations, than that of the control group in textbook based teaching model who was just check the scientific knowledge in textbook.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。