國小奈米科技「蛾眼效應」教學模組設計與教學

蘇原奭

3.237.66.86，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

College of Science > Department of Science Education
Social Sciences > Education

Bibliography Management Tool

Related Links

Report an Issue

Search in Library

There is no full-text available at the moment. Airiti would like to request author's authorization. I would like to provide authorization.

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〉

Parallel Abstract 〈TOP〉

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：

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：