利用情境式數位遊戲學習提升學生的科學概念與論證能力之研究---以「奇妙的光」單元為例

陳貞伃

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利用情境式數位遊戲學習提升學生的科學概念與論證能力之研究---以「奇妙的光」單元為例

A Study of Promoting Students’ Scientific Concepts and Argumentation Ability by Using Situated Digital Game-Based Learning — Take the “Magic Light” Unit as an Example

陳貞伃 , Masters　　Advisor：盧玉玲　　

繁體中文

情境式數位學習；科學論證；中低學習成就； situated educational computer game ； scientific argumentation ； medium and low achieving

Abstract │ Reference (177) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

從國際性學生能力評量計畫 (PISA) 中可看出，自然科學的學習上除了概念知識之外，亦著重在培養學生的科學推理舉證能力，且學生對於自然科學的學習興趣，也是國際性評比所關心重視的部分。另研究顯示出數位遊戲有助提升學生科學學習及學習興趣，然而對於中低學習成就學生的提升狀況並無深入探究，因此本研究開發情境式數位遊戲，以幫助中低學習成就學生學習科學概念及科學論證能力。
本研究目的係探討情境式數位遊戲搭配競賽式數位遊戲系統的學習，與一般教學的成效差異，並分析兩種不同教學方法對國小四年級中低學習成就學童的科學概念及論證能力的學習成效，接著進一步探討中低學習成就學童使用情境式數位遊戲學習後科學概念及論證能力的提升情形，並訪談實驗組學生以了解使用情境數位遊戲學習後的評價。以四年級「奇妙的光」單元為遊戲內容，融入「九年一貫過程與思考技能」，設計數位遊戲學習教材，作為國小教學之用。
研究對象為臺北市某國小四年級四個班共115位學生，其中二個班級作為實驗組，進行數位學習及論證的實驗教學；另二班為對照組，進行一般教學，為期每週3節課，歷程6週共18堂課的教學時間後，比較接受實驗教學與未接受實驗教學學生的「科學概念知識」及「科學論證能力」評量結果。此外，並取兩組的自然學業成績前27％為高分組，後27％為低分組，其餘的學生為中分組，比較兩種教學方式對不同學業成就學生的學習狀況與成效。
研究者利 3D數位學習遊戲編輯系統設計「奇妙的光」教學模組的數位教材，評量工具包含「科學概念知識」及「科學論證能力」兩部分的測驗，其經2位科學教育所研究生、3位在職教師及1位科學教育專家討論及審查，為具專家效度之工具。信度方面係以82位五年級學生進行預試，得KR20係數分別為.80和.81。研究透過相依樣本t檢定、單因子共變數分析和詹森內曼法，針對實驗與對照兩組前後測成績，進行不同教學法學習成效評估，並進一步比較不同學業成就學童在科學概念與論證能力的學習成效差異。
研究結果顯示：
一、學生透過情境式數位遊戲學習後，其「科學概念知識」和「科學論證能力」學習成效皆顯著優於一般教學的學生。
二、實驗組的中、高學習成就學生，在「科學論證能力」的學習成效顯著優於對照組，但在「科學概念知識」上沒有顯著差異。
三、實驗組的低學習成就學生，在「科學概念知識」和「科學論證能力」學習成效皆顯著優於對照組。
四、高學習成就學生透過情境式數位遊戲學習，在「科學論證能力」之學習成效顯著優於中、低學習成就組，但在「科學概念知識」上沒有顯著差異。
五、低學習成就學生透過情境式數位遊戲學習，在「科學概念知識」和「科學論證能力」學習成效皆與中學習成就學生無顯著差異。
六、高、中、低學習成就學生對情境式數位遊戲學習持有正面評價。
即透過情境式數位遊戲學習可有效提升高中低學習成就學生的論證能力，且中低學習成就學生的概念知識可達高學習成就學生水準，而低學習成就學生的論證能力也可提升至中學習成就學生水準。

Parallel Abstract 〈TOP〉

For the purposes of exploring the difference between learning through situated digital game-based learning with contest computer game and learning through conventional teaching, two instructional strategies relating to “Light” for fourth grade elementary students were developed. The research subjects were 4 classes totaling 115 fourth grades; two classes were the experimental group, while the two others were the control group. After 18 class sessions of instructions during a six-week period, students’ performances, in terms of “scientific concepts” and “scientific argumentation”, of the two groups were compared. This study also examined how these two approaches affect students with different learning abilities. For this purpose, each classes’ top 27% of science academic performance was assigned as the high achieving group, bottom 27% as the low achieving group, and the remaining students were assigned as the medium achieving group.
Assessment instruments were examination for “scientific concepts” and examination for “scientific argumentation”. The assessment instrument, which is of expert validity, were reviewed and developed by two scientific education graduate students,three in-service teachers and one science education expert. The reliabilities were assessed, of which 82 fifth grade students resulting in a KR20 coefficients of .80 and .81 respectively. The dependent t-test,analysis of covariance (ANCOVA) and Johnson-Neyman method were used to evaluate the learning performance differences of both groups. ANCOVA was also used to compare the difference in learning effectiveness of students with different achievement levels. In addition, semi-structured interview was used for understanding feedbacks for experimental group students. Study results indicated that: 
1.Students learned through situated digital game significantly outperformed students learned through traditional instruction, both in “scientific concept” and “scientific argumentation” .
2.High and medium achieving students in the experimental group performed better than those in the control group in terms of “scientific argumentation” but there was no significantly difference in terms of “scientific concepts”. 
3.For low achieving students, the learning performance of the experimental group in terms of “scientific concepts” and “scientific argumentation” were both significantly better than those of the control group. 
4.In “scientific argumentation”, high achieving students received situated digital game-based learning approach, showed significantly better than medium and low achieving students, but there was no significantly difference in terms of “scientific concepts”.  
5.Both in “scientific concept” or “scientific argumentation”, medium and low achieving students received situated digital game-based learning approach, showed no significant difference in terms of learning growth. 
6.High,medium and low achieving students give positive feedbacks for using situated digital game-based learning approach.

Reference ( 177 ) 〈TOP〉

王晉基、郭重吉（1992）。利用選擇題的方式來探求國中學生對「光」的迷思概
連結：
李孟峰、連廷嘉（2010）。攜手計畫—課後扶助方案實施歷程與成效之研究。教育實踐與研究，1(23)，115-144。
連結：
吳佳佳（2006）。數位遊戲式學習系統融入英語學習活動之設計與評估（未出版之碩士論文）。國立中央大學，桃園市。
連結：
林金山（2014）。從數位遊戲省思科學教室的情境脈絡教學。臺灣教育評論月刊，3(7)，37-38。
連結：
林鈺芳（2010）。Toulmin 論證模式在國小資優課堂的教學實踐（未出版之碩士論文）。國立臺北教育大學，臺北市。
連結：

Times Cited (2) 〈TOP〉

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