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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/82888


    Title: 科學模擬在小學科學學習的應用與限制;Science simulation applied to the primary school students
    Authors: 陳紹玫;Chen, Shao-Mei
    Contributors: 網路學習科技研究所
    Keywords: 感官式模擬;概念式模擬;科學模擬;概念改變;Perceptual simulation;Conceptual simulation;Scientific simulation;Conceptual change
    Date: 2020-01-17
    Issue Date: 2020-06-05 17:40:22 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 電腦模擬可以提供學生良好的探究式學習環境,實際的感知經驗對學童的科學學習中扮演重要的角色,因此本研究採用電腦模擬融入探究過程的方式來進行研究,並設計了感官式及概念式模擬來比較學生的學習成效是否有差異以及學習歷程中概念改變的歷程是否不同,探討感官式模擬的學習成效是否會優於概念式模擬。
    本研究之研究對象以桃園市兩個國小各兩個班常態編班的五年級學生作為實驗對象,年齡為10到11歲之學生,共75位學生,實驗組採用感官式模擬,控制組則以概念式模擬為主要學習活動方式,蒐集了學生在學習單、學習評量前、後測及延宕測驗的學習表現,以進一步分析學生在活動中的概念改變,並搭配半結構化訪談進一步了解學生學習遭遇的困難以及了解學生對模擬的感知。
    藉由分析學生的學習表現概念圖、使用T檢定比較學生的學習成效差異以及使用重複量數來觀察時間和不同的學習方式對於學生學習表現有何差異,揭露學生在科學學習的歷程。實驗組學生經過實驗後較能理解科學現象的發生的原理,在後測及延宕測驗的表現較佳,但在進行科學探究的過程中,部分學生仍然遭遇到困難,根據學生的學習表現分析及事後訪談可以了解到抽象的科學概念對於小學生來說較困難、學生無法把題目情境與模擬結果正確連結,無法完整解釋在模擬中獲得的數據以及對於科學概念無法內化導致未能在延宕測驗有好的表現。
    建議未來研究者可以嘗試不同的單元結合科學模擬來進行科學探究活動,並加入感官式的方式,促進學生發生概念改變,進一步藉由質性分析了解學生在探究過程中如何提取與解釋訊息,以對學生遭遇的困難有更深層的理解,提供未來感官式模擬之教學設計與應用一些建議與參考。
    ;Computer simulation can provide student a great way to research, the reality experience is an important part for student in the science field. Therefore, designed perceptual and conceptual simulations to compare whether the learning effectiveness of students is different and whether the course of concept change in the learning process is different.
    This paper uses two 5 degrees elementary school student in Taoyuan city be an experimental subject, all of the student′s age are 10 or 11 and the experimental group uses perceptual simulation, while the control group uses conceptual simulation as the main learning activity method. It collects the learning performance of students in the study list, the pre-, post-test, and delay tests., and also we interview every student to try to know how′s the hard part to study for student and understand how′s student′s feeling for computer simulation.
    Based on the student′s learning performance, we use statistic wat T-test to understand the computer simulation′s effect and we do a lot of times to observe that. And we find out the student learning by computer simulation have better performance, even some student also encounter difficulty. Also, after interviewing with the student, we find out most of the student has difficulty in abstract part, if abstract concept can′t be measured by a good way, student′s performance also can′t get a good score.
    We advise researchers in the future can try to use different sections and combine with computer simulation in learning, to survey how′s student to extract and understand the question, and therefore we can know which parts are student′s weaknesses and we can focus on that to improve it.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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