資訊科技融入國小六年級自然與生活科技領域之行動研究-以「簡單機械」多媒體網頁教學為例

吳建賢

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資訊科技融入國小六年級自然與生活科技領域之行動研究-以「簡單機械」多媒體網頁教學為例

An action research of Incorporating Information Technology into Science and Living-Technology curriculum for 6th graders- Take “The multimedia webpage instruction of The Simple Machines” as an Example

吳建賢 , Masters　　Advisor：陳姚真　　

繁體中文

簡單機械；行動研究；「Moodle」課程服務平台；資訊科技融入教學；自然與生活科技學習領域； simple machines ； action research ； Moodle e-learning platform ； Integration of IT into instruction ； Science and Living-Technology study fields

Abstract │ Reference (114) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The goal of this study is to explore the curriculum planning, level of integration, implementation process, encountered problems and solutions, and the impact of the learning outcomes and attitudes toward the science and technology curriculum pertaining to the implementation of an integration of information science into the “simple machines” multimedia webpage instruction of the science and technology curriculum.
This study adopts an action research approach and the research objects are 24 students from 6th grade/Class 1 of Houan Elementary School in Yunlin County. The researcher collected relevant data through discussions with cooperating instructors, classroom observation, student interviews, written student information, reflective journals, and one-shot case study. The obtained data were organized and analyzed.
Research results and findings：
1.	Identification of cooperating instructors, application of the ASSURE model as a cognitive orientation for curriculum planning, and identification of an entry point for the integration of information technology into the science and technology curriculum to increase the feasibility of instruction.
2.	Employment of IT integration levels to determine the implementation methods for the integration of IT into actual instruction, application of the Moodle-learning platform and multimedia features and adoption of multidimensional teaching strategies in the implementation of science and technology curricula
3.	The problem-solving ability of schoolteachers is enhanced through constant reflection, dialog, and accumulation of experience, which in turn raises the information literacy and improves the skills required for the integration of information technology into the science and technology curriculum.
4.	Gender and IT ability levels have no significant impact on learning outcomes after “simple machines” multimedia webpage instruction with integrated IT, while different students’ prior knowledge are significantly correlated with outcomes.
5.	Male students tend to score higher on Simple Machines Achievement tests than female students and male students also exhibit greater progress between pre- and post-tests. The learning outcomes and progress of students with high prior knowledge are significantly superior to those with low prior knowledge. Students with high IT ability levels tend to score higher on Simple Machines Achievement tests than students with low IT ability levels. However, students with low IT ability levels exhibit greater progress between pre- and post-tests than students with high IT ability levels.
6.	Gender, prior knowledge, and IT ability levels have no significant impact on learning attitudes after “simple machines” multimedia webpage instruction with integrated IT.
7.	The scores of female students on the Science and Technology Learning Attitude Scale increase by a larger margin than those of male students. The scores of students with low prior knowledge on the Science and Technology Learning Attitude Scale increase by a larger margin than those of high prior knowledge. The scores of students with high IT ability levels on the Science and Technology Learning Attitude Scale increase by a larger margin than those of low IT ability levels.
Finally, recommendations are offered for the integration of IT into science and technology instruction based on the research results and from the perspective of research objects and scope, IT types, teaching strategies, research orientation and contents as a reference for future research.

Reference ( 114 ) 〈TOP〉

王全世(2000)。資訊科技融入教學之意義與內涵。資訊與教育雜誌，80，23-31。
連結：
王筱涵（2004）。臺北市國民小學實施資訊科技融入教學之研究。國立臺北師範學院教育政策與管理研究所碩士論文，未出版，臺北市。
連結：
吳明隆(2006)。SPSS統計應用學習實務。台北市：知城數位科技股份有限公司。
連結：
何孟哲(2010)。資深教師如何協助資淺教師實施資訊科技融入自然科學教學之探究。國立臺北教育大學自然科學教育學系碩士班碩士論文，未出版，臺北市。
連結：
吳宇穎(2005)。多媒體組合方式與知覺偏好對學習結果的影響。國立中正大學教育學研究所碩士論文。
連結：

Times Cited (1) 〈TOP〉

林德政(2017)。資訊科技教學實施之行動研究－以馬來西亞新民獨中高三理班為例。清華大學教育與學習科技學系學位論文。2017。1-165。

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