以科學遊戲融入幼兒科學教育之成效評估—以「泡泡」主題課程為例

The Evaluation of a Game-Based Scientific Program for Kindergarten Children :「Bubbles」as example

蔡沛辰(Pei-Chen Tsai)

指導教授 ： 錢偉鈞

朝陽科技大學/理工學院/應用化學系/碩士(2015年)

摘要

本研究的目的在探討以科學遊戲活動設計「泡泡」為主題，對於學齡前幼兒之科學概念的學習成效及在教學後可能有的認知、迷思概念與其科學態度之影響。研究對象為臺中市某公立幼兒園水果班共30名幼兒為實驗樣本，教學時間為期8週，共4個教學活動，在教學前後皆進行「幼兒科學概念測驗」、「幼兒科學態度問卷」，教學後再輔以臨床晤談深入了解幼童在教學後對於泡泡可能會有的概念。資料分析包含前後測之百分比及t考驗分析與教學後幼兒的訪談。
研究結果顯示：
（一）科學遊戲「泡泡」活動可顯著增進學齡前學童在相關概念之學習成效。
（二）科學遊戲「泡泡」活動教學後，水果班幼兒前後測的科學態度總成績有顯著的差異，後測的答對率都比前測高。
（三）幼兒的認知程度與科學態度會因性別不同而有差異，在認知概念上，女生優於男生，在科學態度上，男生優於女生。
（四）透過訪談，發現大部分學童在教學後，在泡泡的認知上已經產生正確的概念建構，透過遊戲教學策略可呈現幼兒自然科學的迷思，有助提供幼兒相關教學之協助與規劃。

關鍵字

幼兒自然教學 ； 泡泡 ； 科學遊戲

並列摘要

The purpose of this research is to explore the impact of carefully designed activities “bubbles” on the attitude, aptitude as well as the misconception toward the subject of science among pre-school students. The samples was30 students enrolled in a public pre-school in Taichung, Taiwan. The duration of the study was eight weeks and four teaching activities were conducted during this period. “Science concept test for children” and “science Attitude questionnaire for children” were performed before and after the teaching activities. We interviewed the students after the activities, as well, to gain understandings on how each individual’s concept on science may have evolved. Analyses methods used include percentiles of the questionnaire results, the t-test, and the before/after interviews.
The result of this research shows:
(1)Science activities of bubbles help pre-school students to build up science concepts significantly.
(2)After the teaching activities, the scores of Science Attitude Questionnaire of Children demonstrate distinctive improvement.
(3)There is distinct gender difference on learning behavior in the activity, girls get higher score than boys on concept conginition, while on scientific attitude, boys got higher score than girls.
(4)The interviews revealed that most pre-school students are capable of building correct scientific concepts after the activities.However, in some cases other misconceptions, such as the misconception of color, emerged after the activities.

並列關鍵字

early childhood scientific program ； bubbles ； scientific game

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