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請使用永久網址來引用或連結此文件:
http://ir.lib.ncu.edu.tw/handle/987654321/85076
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| 題名: | Authentic Contexts Supported Physics Learning with Ubiquitous-Physics App in Creativity, Scalability, and Sustainability |
| 作者: | 戴思萍;Purba, Siska Wati Dewi |
| 貢獻者: | 網路學習科技研究所 |
| 日期: | 2020-09-28 |
| 上傳時間: | 2021-03-18 17:35:17 (UTC+8) |
| 出版者: | 國立中央大學 |
| 摘要: | 在學習計劃中考慮可擴展性、可持續性和創造力對取得教育成功至關重要。在教育中使用科技為發展傳統的課堂/學校學習提供了更多機會，可以將實踐和應用結合到真實的環境中，進行更全面更徹底的學習，並透過這些獲得及完成有關可擴展性、可持續性和創造力的學習設計。創新技術（如無處不在的技術）是在具有挑戰性的過程中進行變革的一種工具，它將復雜的現象集結到可擴展的且可持續的學習中。除此之外，使用真實環境跟主動式協同互動，例如同儕共享和同儕評估，可以開拓創造力的空間。本研究的目的是應用真實的行動學習，以努力增強學生在真實環境中的創造力、可擴展性和可持續性。以下三項實驗為進行調查創意在真實環境中進行創造力、可擴展性和可持續性的學習。
第一個實驗的統計結果表明，使用U-Physics應用程式在真實的環境中探索物理現象並在討論板上共享實驗結果可以增強探究學習行為、學習表現及學生的創造力。U-Physics系統提供學生們多樣的表象方法，如圖形、表格、公式、文本註解和討論區等，這些應用程序可以幫助學生進行操作，並支持他們以創造力來解釋實驗結果。在教學方面，使用真實情境活動和主動協同互動，如：同儕共享，也可以開拓學生在創造力上的發展。第二個實驗的統計結果顯示，讓學生在真實情境使用U-Physics系統中的g-map功能，可以提高學生對理解圖表、應用公式、獲得結論和發表貼文與評論上的表現，從而提高了他們在地圖上的學習紀錄的品質與數量。所以證實是可以提高可擴展性學習中的學習內容和範圍。第三個實驗的統計結果顯明，學習活動配合使用U-Physics應用程式可以維持學生的學習動機（甚至在非物理課時間亦同），並產生更有意義的實驗結果。讓學生在許多真實情境下學習也可以激發可持續性的發展空間。
本研究的主要貢獻在於，整合真實情境活動、多樣化表象法和真實實驗的整合成為可以打開學生創造力空間的因素，此外，持續進行的真實情境活動可以同時推動可持續學習。以此為據，強烈建議教師在教學中應該考慮使用真實情境活動。在真實情境學習中結合先進技術可以幫助實現學習的可擴展性。以位置為基礎的整合系統，如同U-Physics應用程式中的gMap，將成為一項強大的功能，它可以幫助學生探索從小範圍到大區域的傾斜現象並產生越來越多的學習記錄。將提示相關的學習支架整合進U-Physics系統中也可以維持學生的學習動機。因此，建議老師及研究人員可以多多利用移動設備中的先進特色，例如加速度傳感器、陀螺儀、磁傳感器、GPS和光傳感器等在真實情境學習上。;Considering scalability, sustainability, and creativity in learning programs becomes very critical to get success in education. The use of technologies in education gives more opportunities to evolve traditional classroom/school learning to integrate real practice and application in authentic contexts, thereby thorough and complete learning design concerning scalability, sustainability and creativity possibly obtained. Innovative technology such as ubiquitous technology, is an instrument of change in a challenging process which integrate complex phenomenon to move forward into scalable and sustainable learning. In addition, the use of authentic context and active-collaborative interaction, e.g., peer sharing and peer assessment, can open up the space of creativity. The aim of this study was to apply authentic mobile learning in an effort to enhance students’ creative, scalable and sustainable learning in authentic environments. Three experiments were conducted to investigate creative, scalable and sustainable learning in authentic environments.
Statistical results of the first experiment showed exploring physics phenomena with U-Physics app in authentic contexts and sharing the experimental results in the discussion board can enhance inquiry learning behaviors and learning achievement as well as students’ creativity. Providing students with multiple representations in the U-Physics app such as graphs, tables, formulas, text annotations, and discussion board functions can facilitate students to make manipulations which can support their creativity to explain the experimental findings. In terms of pedagogical, the use of authentic context activity and active-collaborative interaction, e.g., peer sharing also can open up the space of creativity of students. Statistical results of the second experiment showed allowing students to use the gMap of U-Physics in authentic contexts could enhance students’ interpreting graphs, applying formulas, drawing conclusions, posts and comments and therefore enhance the quantity and quality of their learning records on the map. Consequently, it could enhance scalable learning in termsof learning contents and areas. Statistical results of the third experiment showed that using U-Physics app and the learning activities can sustain students’ learning motivation to learn physics even after-school hour and produce more meaningful experimental results. Allowing students to learn many authentic contexts also can stimulate to open the way of sustainable space.
The main contribution of this study is that the integration of authentic activities, multiple representations, and real experiments become factors that can open creativity space of students. Besides, continued authentic activities can also push sustainable learning. On that basis, we strongly recommend that teachers should consider using the authentic contexts activity in their teaching. The integration of advanced technology in authentic contextual learning can help to reach scalability in learning. Integrating location-based such as a gMap into U-Physics app become a powerful function that can help students to explore inclined phenomena from a small area into a big area and to produce more and more learning records. The learning scaffoldings such as hints that was integrated into U-Physics app could also sustain students’ learning motivation. For that reason, we recommend that teachers and researchers utilize advanced features of mobile devices such as acceleration sensors, gyroscope sensors, magneto sensors, GPS, and light sensors in authentic context activity. |
| 顯示於類別: | [網路學習科技研究所 ] 博碩士論文
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