本研究旨在探討不同教學環境對高中一年級學生學習恆星周日運動的學習成效,包括學習成就立即及延宕成效、學習態度、學習信心及自我學習評估等。研究對象為兩個高中一年級的學生共95位,採不等組前後測準實驗設計,兩班隨機分派,一班接受星象軟體stellarium教學,另一班為一般教學。研究結果發現,不同教學環境對於恆星的周日運動的學習成就立即及延宕成效、學習態度成效、學習信心成效及自我學習評估上並無顯著差異,探討其原因可能跟實驗的教學設計有關,故建議針對融入星象軟體的教學設計,可加入學生實際操作部分、使用多元模型及融入多元教學策略與評量方法。
The purpose of this study is to explore the effect of applying astrology software Stellarium on high school students' learning of "Diurnal motion". The learning effects contain immediately learning achievements, latent learning achievements, learning attitude and learning confidence. The objetcts of the study consist of 95 students from two classes in the same high school. They are randomly selected to be adopted Stellarium teaching and general teaching. The results show that there are no significant differences observed in immediately learning achievements, latent learning achievements, learning attitude and learning confidence. A possibe reason to get these results may be related to the design of teaching. It is suggested that the application of Stellarium should consider a combination of using multiple models, integrating multiple instructions and multiple assessment in the course.