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  • 學位論文

新型多媒體學習平台之初探-以認識電解質與電池為例

指導教授 : 林如章
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摘要


本研究以『認識電解質與電池』為例,設計一個多媒體學習平台,來探討是否提升學生的學習成效與老師備課的便利性。其課程內容結合「模組化教學」設計的理念,從解剖電池開始,進而介紹電解質與溶液的導電性來引入認識電池的結構、功能及其應用。本研究探討的結果如下: 一、ICT(Information and communication technologies)教學融入探究式教學的策略,可以釐清學生在「認識電解質和電池」的迷思概念 根據學生在前、後測的結果比較得知,迷思概念的答錯比率皆有下降,表示ICT教學融入探究式教學的策略,可幫助學生釐清「認識電解質及電池」的迷思概念。 二、課後多媒體輔助學習平台,可以提升學生的學習成效 不同學習成就的學生在延宕測時,對於不同認知向度—「知道」、「理解應用」、「統整推理」的題目平均答對率皆有提升,尤其以中、低成就學生在「知道」及「理解應用」的表現上較為顯著。但對於『統整推理』型的題目,整體答對率都低於另外兩個向度。 三、多媒體輔助教學平台的使用,讓師生感到認同且在教學和學習上具有實用性 1. 課程內容部分 平台各單元的教學大綱可使老師在備課時,更快掌握重點。對於學生而言,課程內容的設計有助於他們對概念上的理解。 2. 輔助學習部分 平台的影片、圖片和學習單,可以幫助學生在概念上的理解,且頁面的呈現方式及連結可增進各概念間的學習。 3. 操作介面部分 平台各章節的分類與排版,有助於老師掌握各單元教學大綱與重點,且可以幫助學生的課後複習,而影片與圖片旁邊的文字,讓閱讀者更瞭解影片與圖片的意義。 4. 整體設計部分 老師與學生皆認同本平台有助於釐清迷思概念,和建立正確的概念;而平台更提供老師教學策略的新思維,和提升學生的學習成效。

並列摘要


The purpose of this study is to construct a multimedia learning platform, for probing whether the learning efficiency of students’ and the convenience of preparing lessons for teachers is enhanced or not. The related material ―to Understand Electrolyte and Battery” in the chemistry curriculum is taken as an example. The content of the curriculum is designed with the concept of ―The Modularization of Teaching”, which starting from anatomy of battery, to the conductivity of the electrolyte solution, and ending up with the structure, function and application of battery. The results of this research are as follows: 1. With ―ICT teaching” integrated into ―inquiry teaching” strategies, students can clarify the ―to Understand Electrolyte and Battery” misconceptions. According to the comparison of pre-test and pro-test results, we found that students’ choice of misconception ratio decreased. It proved that the strategies could clarify misconceptions of ―to Understand Electrolyte and Battery”. 2. Multimedia learning platform could enhance the students’ learning efficiency. For the different cognitive dimensions – ―Knowing”, ―Understanding” and ―Reasoning”, the average correctness percentages in delay test are increased in all students with different learning achievement. Especially for medium and low-learning achievement students, the ―Knowing” and ―Understanding” performance is more significant. But the ―Reasoning” average correctness percentages are lower than the other two dimensions. 3. The teachers and students are agreed with the practicability of using the multimedia learning platform in both learning and teaching side. a. The curriculum contents: The syllabus of each lesson in the platform could let teachers catch the main idea more quickly while they are preparing the materials of the lesson. For the students, the design of the curriculum content is helpful of their understanding in conceptual way. b. The assistant learning: The videos, pictures and learning test of the platform, can help students to understand the conception, and the presentation of pages and links can enhance the learning between concepts. c. The operation interface: The classification and layout of each chapter in the platform can help teachers master the curriculum syllabus and focus of each lesson, and also help students while they are reviewing the lesson. The text on the side of videos and pictures provided a better understanding of the significance of videos and pictures for readers. d. The total design: Teachers and students are all agreed with that the platform will help clarifying misconceptions, and establishing the correct conception. The platform also provides a new way of thinking for the teacher’s teaching strategies, and enhances students’ learning.

並列關鍵字

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參考文獻


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被引用紀錄


李美螢(2012)。多重表徵理論在理化科教學成效之研究-以波動與聲音的世界單元為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315264830

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