探討動態或靜態表徵輔以序列式問題鷹架對拋體運動概念學習表現之影響

Exploring the effect of dynamic or static representation with sequential problem scaffolding on 10th grade stusents' conceptual learning about projectile motion

張朝閔(Chao-Min Chang)

指導教授 ： 王嘉瑜

國立交通大學/理學院/理學院科技與數位學習學程/碩士(2015年)

https://doi.org/10.6842/NCTU.2015.00436

摘要

本研究旨在探討使用動態表徵或靜態表徵融入教學，並輔以序列式問題鷹架與否，對於學生拋體運動概念的學習表現及概念輪廓之影響。
本研究，採準實驗設計，將中區某高中一年級三個班的學生分為三組，進行三堂課的教學實驗。三組各別接受動態表徵及序列式問題鷹架輔助學習（動態鷹架組），以及使用動態表徵而無序列式問題鷹架輔助學習（動態無鷹架組），或使用動態表徵的畫面，將其擷取成靜態圖片搭配序列式問題鷹架輔助學習（靜態鷹架組）。
結果顯示使用動態表徵融入教學，不管有無搭配問題鷹架，皆比靜態表徵搭配問鷹架之組別，在學習過程有較佳的表現。但是，當教學過後，動態鷹架組相較於其他兩組，在拋體運動概念後測有更好的表現。顯示教學過程融入動態表徵，有助於概念學習成效，若能搭配鷹架輔助，則能使學習成效延續至拋體運動概念的後測表現。分析困難情境問題的回答內容，各組差異不大，多數學習者只憑藉問題的單一特徵連結至不適當的概念輪廓，或者學習者不具備科學型的概念輪廓。

關鍵字

概念輪廓 ； 概念改變 ； 動態表徵 ； 序列式問題鷹架 ； 拋體運動

並列摘要

This purpose of this study is to explore the influence of “dynamic representation”or“static representation”on teaching.By supplementing or without sequential scaffolding problem to discover the influence on studnets’learning performance and concept profile.
To achieve the purpose of research, quasi-experimental design was conduced. Some first-grade students in high school in central Taiwan are divided into three groups. And those students were given three lessons as a teaching experiment.Three groups were given different experiemental design individually.The experiemental design of dynamic and sequential scaffolding problem was given in first group. The experiemental design of dynamic representation and non-sequential scaffolding problem was given in the second group. Eventually, the experiemental design of static graphs (captured from dynamic representation) and sequential scaffolding problem was given in the last group.
The result reveals that,no matter with or without sequential scaffolding problem,the learning process in the experimental design with dynamic representation is better than the group in experimental design with static representation and sequential scaffolding problem.Nevertheless, after teaching, compared to the other two groups, the group in the experimental design with dynamic and sequential scaffolding problem has better performance at Projectile Motion concept posttest. This outcome shows that if teaching process is supplemented with dynamic representation it will contribute to conceptual learning.
Furthemore,when the experimental design with dynamic representation is supplemented with sequential scaffolding problem, the effectiveness of learning will be able to be continue to posttest performance of Projectile Motion concept. Analysis result reveals that the reply of difficult question situations during each group is insignificant. Most of learners link to inappropriate concept profile only by the single feature of problem, or learners do not have science-based concept profile.

並列關鍵字

concept profile ； conceptual change ； dynamic representation ； sequential problem scaffolding ； projectile motion

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