Title

線上課程對高二學生四季成因概念學習的影響

Authors

曾永祥

Key Words

概念改變 ; 電腦模擬 ; t考驗 ; 卡方分析 ; 單因子共變數分析 ; 線性迴歸分析 ; conceptual change ; computer simulation ; t-test ; χ2 analysis ; ANCOVA ; linear regression

PublicationName

臺灣師範大學地球科學系學位論文

Volume or Term/Year and Month of Publication

2002年

Academic Degree Category

碩士

Advisor

許瑛玿

Content Language

繁體中文

Chinese Abstract

本研究以概念改變(conceptual change)理論為基礎,結合電腦模擬(computer simulation)教學策略,發展一套四季成因線上課程,探討高二學生在課程進行前所具有的四季成因另有概念和課程結束後的學習成效與概念改變情形,並分析學生的空間能力對其四季成因概念學習的影響,最後歸納學生對此線上課程的綜合意見,以做為未來發展地球科學相關網路教學課程的參考。研究對象為台北縣某國立高中兩班高二第一類組選修地球科學的學生,有效樣本共76人。研究工具包括四季成因線上課程、空間能力測驗、課程回饋問卷與四季概念診斷測驗、概念圖及半結構式晤談三種四季成因診斷工具。資料分析方法在量的方面採用t考驗(t-test)、卡方分析(χ2 analysis)、單因子共變數分析(ANCOVA)與線性迴歸分析(linear regression);在質的方面採用內容分析及概念圖的歸類和評分。主要的研究結果如下: 一、高二學生在進行課程之前,對四季成因普遍具有另有概念,有些另有概念類型是文獻中未曾出現過的,可能來源是直覺經驗或教科書的誤導。 二、學生在完成課程之後,在概念圖與四季成因診斷測驗得分有顯著進步,所具有的另有概念類型也普遍減少,顯示四季成因線上課程可以幫助學生學習四季成因概念,並達到概念改變的目的。另外,學生的空間能力測驗得分會影響其概念圖後測得分,也就是學生在四季成因線上課程的學習成效,和本身空間能力有很大的關係。 三、對四季成因線上課程的學習觀感,大多數學生認為本課程的模擬動畫不僅能引起學習動機,更可以將文字難以表達的抽象概念具體呈現,並藉由操弄動畫的過程探索四季成因概念。 四、本研究的課程提供互動式的線上學習環境,提供了多元化的教學方式,讓學生主動建構四季成因概念。然而研究結果顯示,學生在缺乏教師引導的情況下,會誤解課程動畫所呈現的概念內容,造成概念的混淆。因此,如果能夠在課程進行過程加入老師的引導,可以減少學生在學習過程產生的迷思。

Topic Category 基礎與應用科學 > 地球科學與地質學
理學院 > 地球科學系
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