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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/72652


    Title: 探討高職學生使用“無所不在物理系統”時的學習行為及學習成效;Investigation of Learning Behaviors and Learning Achievement of Vocational High School Students Using an Ubiquitous-Physics App
    Authors: 思萍, 戴;PURBA, SISKA WATI DEWI
    Contributors: 網路學習科技研究所
    Keywords: 無所不在的物理;假設決策;解釋圖表;公式運用;結論決策;概念理解;多元表達;Ubiquitous-Physics (U-Physics);making hypothesis;interpreting graphs;applying formula;making conclusion;conceptual understanding;multiple representation
    Date: 2016-12-27
    Issue Date: 2017-01-23 17:10:00 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 此研究的目標為探討高職學生在實驗中使用本系統(U-Physics)學習簡單單擺時,其學習行為與學習成就的關聯。U-Physics可以幫助實驗資料的蒐集以及實驗中對應圖案的繪製,因此,學生可以專注於圖形的解釋以及如何應用公式來解題。受試者為一年級以及二年級對於物理缺乏興趣的女性高職生,希望藉由在實驗中使用本系統來提升學生的學習動機,幫助他們在物理上的學習。學習行為包含提出假設、圖形解釋、公式應用、結論統整、成對比較以及概念理解。在前導實驗中我們選定一個班級,在正式實驗中則有兩個班級,在前導實驗中的結果顯示,圖形解釋以及公式應用的兩個行為間有顯著的正相關,這代表著圖形解釋的能力在科學學習的過程中扮演著很重要的角色,因此我們強烈建議物理老師使用圖形來提升學生於相關知識上的吸收與了解,而成對比較以及圖形解釋間則存在著負相關,可能的原因為大部分的高職生僅擁有有限的物理解題能力以及信心,以至於他們通常都是尋求老師或是高學習成就的同儕的幫助,此外,研究結果中也發現本系統能夠在三週的時間內提升學習者的學習成效。然而,在前導實驗中的結果顯示,學生的學習行為以及學習成效皆沒有顯著的關聯,可能的原因為前測以及後測的內容是基於學校的課程,並沒有任何問題是跟實驗有關的,例如:圖形的解釋以及公式的應用。因此我們根據前導實驗來執行我們的正式實驗,而在正式實驗中發現,學習行為(提出假設、圖形解釋、公式應用、結論統整以及概念理解)與學習成效間是有顯著正相關的(後測)。在進行更深入的探討後我們也發現,圖形的解釋以及概念的理解為兩個影響學習成效的重要因素。除此之外,學生也覺得本系統於操作上很容易,對於物理的學習也相當有幫助。因此,對於兩個實驗我們皆強烈的建議物理老師使用圖形來提升學生於相關知識上的吸收與了解,老師與研究者也應該設計相關的物理學習活動來提升系統中有支持的多重表徵能力,此外,行動裝置上較進階的功能,例如:加速度感測器、陀螺儀、光線感應以及GPS等等,對於物理學習上的應用也應該被考慮。;The aim of this study is to investigate relationship between learning behaviors and learning achievement on vocational students who use our developed system, Ubiquitous-Physics (U-Physics), to learn simple pendulum in the experiment. U-Physics can facilitate collecting experimental data and drawing the corresponding graphs during experiment, thereby students can focus on how to interpret graphs and solve problems through applying formula. Participants were first and second grade female vocational high school students who are less interested in physics, while hopefully by using, U-Physics in physical experiment can motivate their interests and help their learning in physics. Learning behaviors included hypothesis-making, interpreting graphs, applying formula, conclusion making, pair coherence and conceptual understanding. In pilot, we involved one class participant and two class participants for main study. Results of pilot study showed significant positive correlation between interpreting graphs and applying formula. This finding indicated that the ability to interpret graphs has an important role in scientific learning. Therefore, we strongly recommend that physics teachers use graphs to enrich students’ information content and understanding. In addition, negative correlation between pair coherence and interpreting graphs. It may be that most of the participants (vocational high school students) have limited skill or confidence in physics problem solving, so they often seek help from teachers or their high-achieving peers. In addition, the findings also indicated that U-Physics could enhance students’ learning achievement during a three-week time. However, pilot results showed that there were no significant correlations between learning behaviors and learning achievement. This might be due to the content of the pretest and posttest were designed based on the school curriculum and no questions related to the experiments, such as interpreting graphs and applying formula, were included. Therefore, we conducted the main study to follow up this pilot study. The findings of the main study were that positively significant correlations existed between learning behaviors (making hypothesis, interpreting graphs, applying formula, making conclusion, conceptual understanding) and learning achievement (posttest). After deep investigation, we found that interpreting graphs and conceptual understanding were the two most important factors to affect learning achievement. Additionally, students perceived that U-Physics was easy to use and useful for learning physics. Therefore, in both studies we strongly recommend that physics teachers use graphs to enrich students’ information content and understanding. Teachers and researchers also should design physics learning activities to improve students’ multiple representation skills supported by U-Physics and utilize advanced features of mobile devices such as acceleration sensors, gyroscope, light sensors and GPS for learning physics.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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