應用數位繪畫對學生形成科學解釋之成效分析; Using digital drawing in student`s scientific explanation and explain effect analysis

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/61153

Title:	應用數位繪畫對學生形成科學解釋之成效分析;Using digital drawing in student`s scientific explanation and explain effect analysis
Authors:	黃俊凱;Chung-Kai-Huang
Contributors:	網路學習科技研究所
Keywords:	科學解釋;繪畫;科學態度;scientific explanation;drawing;scientific attitude
Date:	2013-07-23
Issue Date:	2013-08-22 12:13:22 (UTC+8)
Publisher:	國立中央大學
Abstract:	科學解釋是學習科學的過程中不可或缺的一環，透過科學解釋能清楚的了解科學現象的變化與原因。完整的科學解釋須具備有說明科學現象或事件的因果關係論述以及足以佐證說明的資料，對於學生而言要進行科學解釋是一件具有相當難度的挑戰。因此在設計相關活動時勢必要考慮配合不同的學習方式或是加入不同的學習元素。繪畫應用於教育是近期新興的研究議題，透過不同於文字的方式，展現學生的概念。現行的研究將繪畫作為評量學生的方式，並獲得不少成果，然而卻沒有實際將繪畫作為教學方式的相關研究。因此本研究將科學解釋結合繪畫，觀察國小五年級學生進行解釋活動的情形，透過分析學生的作品，區分出學生所作出的解釋作品類型，並同時研究使用資訊科技工具與傳統上是用紙本方式進行下對學生的影響。結果顯示學生繪畫作品依據解釋策略分成五種分類:無關、模仿、參照、對比、分析，文字解釋等級則依據其解釋品質分成四類。研究中透過比較實驗組與控制組每一分類人數顯示，繪畫比起傳統文字解釋中更能凸顯出學生對於概念的差異。且使用數位資訊科技工具進行繪畫比起使用紙本進行繪畫，更能顯現學生所使用好的繪畫策略，並且學生會有較好的科學態度。 Scientific explanation is an essential part of science learning. We can know why scientific phenomena occur through scientific explanation. A integral scientific explanation must includes data, the cause and effect of science phenomena. It is difficult challenge for student to do scientific explanations. Researchers must consider using different ways or add different elements in learning when design learning activity. Drawing has been a gaining popularity way in educational research, it opened out students` concepts without using writings. Researchers have got many results by using drawing as a way to measure students` concepts. However, there is no research about using drawing as a teaching method. In this paper, we combined scientific explanation with drawing as a learning method. We observed how children used drawing to explain science issues. By analyzing students` works, we can distinguish some types of their explanations. on the other hand, we observed how different ways influence students` learning and explanation between using technology and using paper. The result shows that students` drawing explanations can be classify into five catalogs: irrelevant, copy, consult, compare and analysis, and their writing explanations quality can be distinguished into four classes. By comparing experimental group with control group, we can know that drawing is a better way to show students` concepts than writing, and students` who using drawing in technology tool would show more higher drawing scheme and their science attitude would be better than using paper.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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