| 摘要: | 在這項研究中，我們開發了一款基於平板電腦的應用程序，即無處不在的分數（U-Fraction），以幫助小學生學習分數和小數以及有真實情境的支持。我們將這項研究分為兩個子研究，先導性研究和主要研究，在先導性研究中，進行了一項實驗來調查學生的學習行為，對於分數學習成績的影響，透過使用U-Fraction系統讓學生在真實環境中探索和驗證分數學習，分數的三個主題包含，分數概念與比較，化簡和加與減法。共選取80名五年級學生，分為三組，一組為實驗組，其他兩組為對照組，第一和第二對照組使用基於網頁的應用和傳統教學方法學習分數，而實驗組使用U-Fraction系統來學習分數。實驗結束後，實驗組的表現優於對照組，原因是透過U-Fraction系統，在真實環境中使用繪畫的方式來表示，可以促進學生學習分數，U-Fraction系統內的多媒體白板，提供文字和語音功能，也幫助學生做更多的練習，並充分利用文字或語音去解釋他們的答案。
我們還發現了學生對於系統的看法是可接受的，我們延伸先導性研究的成果，以合作學習為基礎的主要研究，將54名四年級學生共分為兩組，分別為實驗組以及對照組，選擇的教材內容為小數點的學習，如小數點捨入與估計，對照組的學生使用傳統的教學方法來學習小數點。另一方面，實驗組的學生在U-Fraction的這些活動中透過合作來學習小數點，像是透過設計問題來構成題目，或者是透過回答其他學生或老師的題目，來練習解決問題以及同伴之間的評估活動。
主要研究的結果與先導性研究的結果一致，說明了實驗組的後測分數依然優於對照組的後測分數，它同時也表明了多媒體文字和語音錄音與後測的相關性一致。多媒體的文字和語音錄音能幫助學生表達自己的想法和解決答案，而且他們也可以分享他們自己的錄音和筆記，以及聆聽其他人錄製的文件進行自學和反思。此外從三個變量相關的真實情境中支持三個活動，如: 透過拍照來解釋答案、透過圖片拍攝評論和作答選擇題，只能透過拍攝照片來解釋答案與後側正相關性，該功能使學生能夠利用真實的圖形表示，用前後關係來驗證和回答小數點的問題。也可以透過讓他們在課外學習並觀察周圍環境來增進學生的學習動機。另一個通過多元回歸分析結果，顯示正確答案的總數可以準確地預測後測分數。學生對於系統的看法以及他們的動機都得到了積極的認識。最後先導性研究和主要研究的累計結果，將會對未來研究的結論和建議有重要影響。;In this study, we developed a tablet-based application, namely ubiquitous fraction (U-Fraction) to assist elementary school students to learn fraction and decimal with authentic contextual support. We divided this study into two sub studies, i.e. pilot study and main study. In pilot study, an experiment was carried out to investigate the effects of students’ learning behavior toward their fraction learning achievements using U-Fraction, which allowed students to explore and verify fraction learning in authentic contexts. Three topics of fraction included are fraction concept/comparison, simplification and addition/subtraction. Totally, 80 fifth grade students were assigned and divided into three groups, one experimental group and two control groups. The first and second control group learned fraction using web-based application and traditional teaching method, while experimental group learned fraction using U-Fraction. After the experiment, the results shown the experimental group performed better than those in both control groups. The reason was that the graphical representation in authentic context facilitated students to learn fraction using U-Fraction. Multimedia whiteboard like text and voice explanation provided by U-Fraction also helped students to do more practices by themselves and fully explain their solutions. Furthermore, this pilot study revealed that learning behavior variable i.e. note-taking (text), total fraction skill and assignment score variable had a significant correlation with post-test. We also found students’ perception toward the system were acceptable. To extend the findings of pilot study, the main study based on collaborative learning was conducted. Totally, 54 fourth grade students divided into two group, i.e. experimental group and control group. The topic selected was decimal learning such as decimal rounding and estimation. Students in control group learned decimal using traditional teaching method. On the other hand, students in experimental group learned decimal using U-Fraction collaboratively in these activities, i.e., problem posing by designing questions, problem solving by answering to the student and teacher’s questions, and peer assessment. The results were consistent compared with the result of the pilot study that the experimental group perform better than control group in
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posttest score. It was also revealed that multimedia text-and voice explanation consistently correlated with posttest. Multimedia text and voice explanation help students to express their own ideas and solutions frequently. Moreover, they also can share their own recordings and notes as well as listen to others recorded files for self-studying and reflections. Furthermore, from three variables related to authentic contextual support from three activities such as explaining answer by picture-taking, commenting by picture taking and quality of multiple choice answer, only explaining answer by picture-taking correlated with posttest. This function enabled students to exploit the graphical representation in authentic context for verifying and answering to the decimals problems. Students’ motivations also could be improved by enabling them to learn outside the class and observe surrounding. Another finding showed by multiple regression analysis result that the total of correct answer could strongly predict posttest score. Student’s perception toward the system as well as their motivation were positively perceived. In final, the accumulation result of pilot and main study contributes important implications along with conclusion and suggestion for the future research. |
