國小奈米科技「蛾眼效應」教學模組設計與教學

蘇原奭

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國小奈米科技「蛾眼效應」教學模組設計與教學

Design of Instructional Modules and Instruction Concerning Nanotechnology “Moth Eye Effect” in Elementary Schools

蘇原奭 , Masters　　Advisor：盧秀琴　　

繁體中文

奈米科技；蛾眼效應；抗反射； POE 教學策略；教學模組； Nanotechnology ； Moth Eye Effect ； Antireflection ； POE instructional strategies ； Instructional Modules

Abstract │ Reference (83) │ Altmetrics

Abstract 〈TOP〉

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Design of Instructional Modules and Instruction Concerning Nanotechnology “Moth Eye Effect” in Elementary Schools

ABSTRACT
This study adopts the POE (predict - observe - explain) and concept map instructional strategies to develop the instructional modules of Nanotechnology “Moth Eye Effect” in elementary schools. The modules contain the following parts: theories and application of the moth eye effect, features of the moth eye effect, distinguishing the moth eye effect from others, correlation between sizes of periodic structures and the light reflectivity, and the definition and features of nanometer. 
The study adopted practical researches to facilitate sampling and investigation. It took totally 70 fourth grade elementary students from 3 classes in Wuku District of New Taipei City as the subjects and executed the pre-test and the post test respectively with the Test of Learning Achievement of Moth Eye Effect and Test of Scientific Process Skill. The researchers conducted classroom observation and shot fourth grade students’ learning situation in the instructional modules of “Moth Eye Effect”. Futhermore, researchers collected concept maps drew by the fourth grade students, Test of Learning Achievement of Moth Eye Effect, Test of Scientific Process Skill and working sheets of the moth eye effect. Teaching reviews were carried out within the research group after teaching activities. They moved the instruction to the next class after improving the instructional modules. Finally, researchers executed the data analysis and came up the results. The research results are listed as follows:
First. With the POE and concept map instructional strategies to develop the teaching modules of “moth eye effect”, students are able to understand the phenomenon, scientific principle and application in life of the moth eye effect. 
Second. Fourth grade students’ learning in the teaching activities with action cycle:
(1) Amended the distinguishing method of moth eye and the light reflectivity of cicada wings after the teaching of the first class and added the introduction of structure of optical disks and the demonstration of concept maps. 
(2) Amended the analogue activities of Chinese checkers after the teaching of the second class. Added the activity that the white paper of the Chinese chekers array become crumpled. Add the teaching of drawing of concept maps. 
(3) Reached the learning achievement after the teaching of the third class: 1. Students understand the phenomenon of the moth eye effect in the natural world. 2. Students could list the conditions of the nanometer structure in the moth eye effect. 3. Students could verify that the moth eye effect can resist refelctivity. 4. Students could come out with three living technologies of the moth eye effect. 
Third. Fourth grade students made significant differences on the pretest and post test concerning the learning achievement of the moth eye effect (the 1st class, t=3.16，p=.005), (the 2nd class, t=5.31，p=.000), (the 3rd class, t=9.22，p=.000). 
Fourth. Fourth grade students made significant differences on the pretest and post test concerning the scientific process skill (the 1st class, t=2.28，p=.033), (the 2nd class, t=5.29，p=.000), (the 3rd class, t=4.61，p=.000).
Fifth. The concept maps of fourth grade students reached the passing standard (75.3%).
The study puts forward three suggestions:
1. Suggestions for teaching: During the elementary period, learning of the moth eye effect shall play more attention on the observation of phenomena. During the instruction, teachers shall offers students chances to operate by themselves and to discuss in adequate time. 
2. Suggestions for practical researches: Teachers shall improve their professional accomplishment and refine their teaching via the method of action cycles.
3. Suggestions for sequential researches: Extend the moth eye effect to the K-12 instructional module and discuss the theories of it in senior high school.

Reference ( 83 ) 〈TOP〉

江世豪（2009）。探究創作科學概念故事教學策略對於幼教師資生的教學實務反省實踐發展之影響。嘉南學報（人文類），35，889-903。
連結：
江淑卿（2001）。概念構圖與圖示對兒童自然科學的知識結構、理解能力與學習反應之影響。科學教育學刊，9（1），35-54。
連結：
吳佳典（2011）。新穎仿生奈米材料三部曲：蛾眼結構、壁虎膠帶和玫瑰花瓣表面（未出版之博士論文）。國立交通大學，新竹市。
連結：
林書霆（2014）。奈米科技教學模組融入高中物理之成效研究（未出版之碩士論文）。國立臺灣大學，臺北市。
連結：
林達森（2003）。概念圖的理論基礎與運用實務。花蓮師院學報（教育類），17，107-132。
連結：

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