新型多媒體學習平台之初探-以認識電解質與電池為例

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新型多媒體學習平台之初探-以認識電解質與電池為例

謝志庚 , Masters　　Advisor：林如章　　

繁體中文

多媒體學習平台

Abstract │ Reference (47) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

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.

Reference ( 47 ) 〈TOP〉

丁鈜鎰（2001）: 國中氧化還原概念之精熟學習研究。國立台灣師範大學化學研究所碩士論文。
連結：
白佩宜(2008)：探討不同探究式教學法對高一學生科學探究能力成長之影響。國立台灣師範大學地球科學系(暑期)教學碩士學位班
連結：
李秀貞（2002）：電腦媒體教學與自我效能對國中理化學習成就之相關研究。國立台灣師範大學化學研究所碩士論文。
連結：
李偉新(2002)：中學化學多媒體輔助教材之製作。國立台灣師範大學化學研究所碩士論文。
連結：
李琼慧（2001）：以凱利方格法探究國三學生電化學迷思概念。國立台灣師範大學科學教育研究所碩士論文。
連結：

Times Cited (1) 〈TOP〉

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。臺灣師範大學化學系在職進修碩士班學位論文。2012。1-105。

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