整合式實驗教學在普通物理實驗教學的初探— 以「RC/RL基本交流電路實驗」為例

Exploring Integrated Laboratory Instruction for General Physics Experiments — A Case Study of RC/RL Circuits

蕭民健(Min-Chien Hsiao)

指導教授 ： 傅昭銘

國立臺灣大學/理學院/物理研究所/碩士(2011年)

https://doi.org/10.6342/NTU.2011.00412

摘要

中文摘要
本研究主旨在設計符合國內情境需求的整合式實驗教學，以「RC/RL基本交流電路實驗」為實驗主題，設計兩種整合式實驗教學模式：「操作技能訓練實驗-引導式探究實驗-開放式引導探究實驗」及「操作技能訓練實驗-驗證式實驗-開放式引導探究實驗」。在實驗儀器方面使用ELVIS系統取代一般儀器。主要目的探討此兩種教學模式對學生的學習成效（包含科學概念、儀器操作、問題解決、設計實驗）之影響，及比較兩種教學模式對學生學習成效之差異，最後瞭解學生對整合式實驗教學的接受程度、ELVIS系統的接受程度。
研究對象以修習同一門普通物理學的學生共74人進行分組教學，分別施以不同的整合式實驗教學。利用問卷、成效測驗前後測、教室錄影、實驗記錄學習單等研究工具收集相關資料進行分析。
研究結果如下
（一）整合式實驗教學模式
根據Dick & Reiser（1989）提出的有效教學模式進行教學設計，及前導教學探討的結果，設計兩種整合式實驗教學模式：
（1）第一種：儀器訓練實驗-驗證式實驗-開放式引導探究實驗
（2）第二種：儀器訓練實驗-引導探究式實驗-開放式引導探究實驗
（二）兩種整合式實驗教學在提昇學生的學習成效上效果顯著。
（三）不同的整合式實驗教學在提昇學生的學習成效上效果相當，無顯著差異。
（四）學生對使用ELVIS系統進行實驗的感受與意見。
（1）ELVIS系統能引起學生注意力及讓學生想要動手做實驗。
（2）ELVIS能讓學生感覺容易操作且方便進行實驗。
（3）有八成學生比較喜歡使用ELVIS系統進行實驗。
（4）學生覺得先熟悉ELVIS操作對實驗是重要的。
（5）學生覺得第一次實驗ELVIS學習課程是必要的。
（6）五成學生有信心使用ELVIS測量電路元件性質，及不害怕操作儀器。
（五）學生對整合式實驗教學的感受與意見。
（1）學生覺得第一次儀器學習課程對實驗是很有幫助的，且聽完教師講解後再實際動手練習更能熟悉ELVIS操作。
（2）學生覺得教學者的引導與講解是有助於學習的。
（3）學生能瞭解實驗步驟的意義，及實驗傳達的電學概念。
（4）小組的討論能幫助課程學習。
（5）對於第二次實驗課程，A組學生喜歡驗證式實驗，B組學生則有部分學生喜歡探究式實驗，另一部份學生喜歡驗證式實驗。
（6）整合式實驗教學能讓學生學習分析數據、圖形能力，培養探究能力，提昇學習成效，並探討未知電路元件的性質。
（7）學生喜歡整體實驗安排。
（8）學生在整合式實驗教學的收穫最多為電學概念相關性質瞭解及學會ELVIS操作。此即符合實驗教學設定的目標。

關鍵字

整合式實驗教學 ； ELVIS系統 ； RC/RL基本交流電路實驗

並列摘要

ABSTRACT
The aim of the study was to design an integrated laboratory teaching system meeting the context in Taiwan – taking RC/RL basic AC circuit as the topic to design two integrated laboratory teaching models, including “manipulation skill training experiment – guided inquiry experiment – open guided inquiry experiment” and “manipulation skill training experiment – confirmatory experiment – open guided inquiry experiment.” ELVIS was used to replace traditional instrument. The main purpose was to explore the learning effects of the two teaching models on students, which included the influences of scientific concepts, instrument manipulation, problem solving, and experiment design on the students. In addition, the study also compared the differences between students’ learning that the two teaching models caused to realize the degrees students could accept about integrated laboratory teaching and ELVIS.
Seventy four students attending the same general physics course participated in the group instruction of this study. All the data were collected and analyzed by a questionnaire, pre-test and post-test of learning effects, video recording at classroom, and experiment recording learning sheets.
The results were as follows:
I. Integrated Laboratory Teaching Models
The two integrated laboratory teaching models were designed according to the effective teaching model by Dick & Reiser (1989):
i. Instrument-training experiment - confirmatory experiment - open guided inquiry experiment
ii. Instrument-training experiment – guided inquiry experiment - open guided inquiry experiment
II. The two integrated laboratory teaching methods had significant effects on improving students’ learning.
III. There was no significant difference between the two integrated laboratory teaching methods on improving students’ learning effects.
IV. Students’ feelings and opinions about ELVIS
i. ELVIS could elicit students’ attention and their willingness to conduct experiments.
ii. ELVIS could make students feel it easy and convenient to conduct experiments.
iii. Eighty percent of the students preferred to conduct experiments by ELVIS.
iv. Students felt it important to be familiar with ELVIS before conducting experiments.
v. Students felt it necessary to learn ELVIS for the first experiment.
vi. Fifty percent of the students had confidence of using ELVIS to measure the nature of circuit elements and not being afraid of operating instruments.
V. Students ‘feelings and opinions about integrated laboratory teaching
i. Students felt that the first instrument learning course was helpful for experiments; besides, they would be more familiar with the manipulation of ELVIS after the teacher’s lecturing.
ii. Students felt that the instructor’s guidance and lecture were helpful for learning.
iii. Students could understand the meaning of the steps of experiments and the electricity concepts the experiments conveyed.
iv. Group discussion could enhance learning.
v. About the second experiment, A group students preferred confirmatory experiments, while for B group students, some of them preferred inquiry-based experiments, others preferred confirmatory experiments.
vi. Integrated laboratory teaching could help students learn the ability of analyzing statistics and graphs, cultivate the ability of exploration, enhance learning effects, and investigate the nature of unknown circuit elements.
vii. Students liked the entire experiment arrangement.
viii. What students gained most in the integrated laboratory teaching included the understanding of electricity-related concepts and the manipulation of ELVIS, which was the goal of this teaching design.

並列關鍵字

Integrated Laboratory Instruction ； ELVIS ； RC/RL Circuits

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