| 摘要: | 電腦模擬在科學建模學習中扮演相當重要的角色，學習者可藉由操作電腦模擬與科學現象直接互動，或是使用電腦模擬探索科學概念並建立科學模型。因此許多研究整合學習鷹架引導學生使用電腦模擬進行科學建模學習。然而，以模擬系統支援合作科學建模仍然遭遇許多困難，其中之一是在建模活動學習鷹架過度腳本設計下學生失去自我調節學習空間，缺乏科學建模能力的培養，特別是對於後設建模知識的發展；因為目前模擬系統無法支援學生外顯化自我的建模程序，學習者難以計畫、監控與評估自我的建模學習表現。另一個問題是目前對於科學建模的研究偏向於學生建模的成果分析，對於學生的建模歷程無法提供準確的學習分析以提供診斷式的建議。 為了解決以上的困難，本計劃提出以社會共享調節作為電腦模擬輔助科學建模的設計架構，並以合作學習為基礎發展合作科學建模學習活動，這樣的設計著重在以下三點準則： (1) 以後設認知工具“建模地圖”外顯化建模程序與狀態，協助學習者規劃、 監控與修改科學建模過程，強化學生對於科學建模的能力。 (2) 建構“合作式建模地圖”與合作建模學習活動，協助小組成員合作規劃、 監控、修改與討論科學建模過程，強化社會共同調節學習。 (3) 結合學習分析與對話技分析技術，釐清學生使用後設認知工具於科學建模時的行為樣式(activity patterns)與社會過程，探討不同的行為樣式/社會過程與建模成果的關聯。 本計劃除了提出合作科學建模活動的設計準則，將根據這些準則設計社會共享調節建模地圖與合作建模系統，計劃第一年將探討學生如何以建模地圖作為後設認知工具進行科學建模，第二年將進行實驗比較序列式科學建模與建模地圖兩種輔助系統對學生科學建模的影響，第三年將進行合作科學建模活動，比較自由式與輪流式之社會共享調節學習活動對學生科學建模的影響。本計畫將進一步分析學生科學概念轉變、科學模能力、建模過程與內容、科學建模模式、對話分析以及自我調整學習感知，並據以提出研究與實務上的建議。 ;Computer simulations have been used as a vital cognitive tool in supporting scientific modeling learning, because they allow students to explore scientific concepts or construct scientific models by interacting with simulations. As students do not generally understand how to exploit the simulation to achieve their science learning goals, scaffoldings that guide students to take appropriate actions to use the simulations become critical when students engage in the modeling-based learning with computer simulations. However, over-scripting scaffoldings in using computer simulations, which often occur when guidance is given to students with stepwise instructions, hinder the opportunities and space for students’ to participate in self-regulated learning to develop scientific modeling skills, especially for the development of meta-level understanding of scientific modeling. Furthermore, the literature of scientific modeling mainly focuses on the analysis of students’ modeling outcomes, paying less attentions on the process how students obtain a science model, and thus is not able to obtain a prescriptive guidance to implement scientific modeling activities with computer simulations. This project proposes to apply socially shared regulation learning as a framework to design computer-supported modeling environment to address the two issues,. Such a framework emphasizes the following principle: (1) “Modeling map” as a metacognitive tool to externalize student’s modeling process aiming to assist learners to plan, monitor, and revise their modeling process and strengthen their meta-level scientific modeling skills. (2) Collaborative modeling map engages students in collaborative scientific modeling activities and support them to jointly plan, monitor, revise, and discuss scientific modeling process in order to enhance socially shared regulated learning. (3) The integration of multiple learning analysis techniques including activity analysis, conversation analysis, and content analysis to clarify the relation between activity patterns, social processes and the scientific modeling results. This study will design a collaborative modeling map based on the principles of socially shared regulation learning. In the first year, this project will explore how students engage in scientific modeling activity using the modeling map as metacognitive tool. In the second year, this project will investigate the impact of scientific modeling activity guided by a sequential scaffolding and that guided by the modeling map on students' scientific modeling activity. In the third year, this project will explore the impact of different formats of collaborative scientific modeling activities on the use of modeling map in scientific modeling activities. The implications and suggestions for implementing scientific modeling activities will be obtained based on our findings. |
