博碩士論文 101524008 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:9 、訪客IP:3.239.118.166
姓名 陳敬涵(Ching-han Chen)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 融入科學閱讀之科學模擬對八年級學生科學習之影響:以浮力單元為例
(Investigating the process of eighth-grade Taiwanese students′ reading scientific article enhanced by computer simulation of Physics)
相關論文
★ 以視覺為主的遊戲空間輔助全身性學習★ 以數位教室環境增進同步遠距教學之臨場感
★ 以行動載具支援並分析合作式的探索活動★ 以混合實境支援工作臺協同探究學習
★ 使用資料探勘輔助學習者探索大型資料庫—學習者經驗之研究★ 以貢獻與聯結為基礎之社會知識創造模型—一個資源與概念合作聯結工具
★ 互動式計算桌面環境對於合作學習的優缺點★ 以共享螢幕及群組軟體支援一對一環境下面對面的合作網路探索
★ 合作學習使用網際網路: 學習腳本在面對面網路合作探索的影響★ 兒童使用超媒體的Web2.0創作故事平台之探究--衍生與重組
★ 以創用為基礎之合作說故事平台 - 衍生、重組、擁有感★ 透過網路實施模擬實務社群並利用即興創作激發創意
★ 使用群組軟體與共同螢幕進行一對一合作網路探索活動★ 以Cyber-Physical環境支援程式設計學習之探究
★ 跨領域合作設計活動之互動分析:群組軟體的支援與設計★ 不同成就學生於模擬遊戲環境中程式學習效果之探究
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載]
  1. 本電子論文使用權限為同意立即開放。
  2. 已達開放權限電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。
  3. 請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。

摘要(中) 數十年來,許多科學教育相關研究認為電腦模擬(computer simulation) 能被有效地應用在科學學習與教學活動中,來提昇學生對於探討自然與真實世界的經驗、興趣與動機利用電腦模擬除了能將科學現象中抽象化的概念轉變為視覺化的教學材料外,也能協助學生進行模擬的科學實驗操作,讓學生在科學學習的過程中,不再被動地在教學活動中獲取科學概念或知識。隨著電腦模擬的技術的不斷的精進,科學教育越來越重視以活動的方式來進行教學、建構知識,已經有許多的研究嘗試導入電腦模擬系統,來進行探討於教育現場的教學,讓學生從觀察自然現象之後操作電腦模擬系統,讓學習者從過去被動的吸收知識轉變為主動學習,並抽象的概念轉換為較簡單較具體的圖像顯示出來,讓學生可以跟真實情境做相關連結,學習者可以更容易學習科學概念與科學原理。
本研究的研究對象為台北市某國民中學八年級三個班級的學生,三個班級的自然科教師均為同一個人,三個班級的程度相當,三個班級的學生均尚未學習過浮力相關課程;三個班級共計58位學生參與實驗活動的進行,實驗活動將學生分成兩組,A組為30人同時給予科學文章及科學模擬,B組為28人先讓學生操作科學模擬在進行文章閱讀。
研究結果發現學生在同時給予模擬與文章閱讀的組別中,在操作模擬時是比較有策略性的去操作,為了要驗證學文章中所讀到的科學概念,將文章中抽象的概念,自己利用科學模擬系統,將之轉換為較具體的樣式呈現。在先讓學生操作模擬再進行閱讀的組中,學生在操作科學模擬時是比較沒有策略性的,因為沒有科學文章的引導,學生變成自己要試著去嘗試不同的變因、不同的變數,所以在這一組當中學生操作模擬的次數會比較多。
摘要(英) Over the past few decades, many researches of Science Education think that applying computer simulation to science learning and teaching activities is effective. In order to improve experience and motivation of observing natural and real world for student, we use computer simulation can not only convert abstract concept of science phenomena to visual teaching material, but also assist student to progress operations of science experiment. Thus, this way can make student active learning from personal experience, instead of learning concept and knowledge of science passively.

With computer simulation makes unceasing progress, Science Education get more and more attention on teaching and constructing knowledge by used activity way. There are many research try to add computer simulation system to investigate education on the spot teaching. The purpose is making student operate computer simulation system after observing natural; making student become active learning from passive absorb knowledge and converting abstract concept to easier and more concreter image to present; finally making student connect the knowledge to real situation in order to let learning more effective and easier.

The experiment subjects of this research is student from three class of junior high school first year in Taipei whose science teacher is the same. In addition, students are in the same science level and have yet to learn the buoyancy relevant course. There are 58 students in three class as our experiment subjects. Experiment classify experiment subjects into two categories, Group A, 30 students, provide science article and science stimulation at the same time; and Group B, 28 students, make they operate science simulation in advance then reading science article.

In the result of research, we found Group A have strategic operation when they use the computer simulation system. In order to authenticate the science concept which is learned from the article, they use computer simulation system to convert the abstract concept of article to more concrete presentation. Vice versa, Group B doesn’t have strategic operation when they use the computer simulation system. Because they don’t have the guide of science article, they must to try various variables many times during using computer simulation system.
關鍵字(中) ★ 電腦模擬
★ 科學解釋
★ 科學學習
關鍵字(英) ★ computer simulation
★ science explation
★ science learning
論文目次 摘要 v
目錄 ix
表目錄 xii
圖目錄 xiii
第一章 緒論 1
1-1 前言 1
1-2 研究背景與動機 2
1-3 研究目的與問題 3
1-4 名詞解釋 4
1.電腦模擬 4
2.科學閱讀理解 4
3.科學解釋 4
1-5 研究限制 4
1-6 論文架構 5
第二章 文獻探討 6
2-1 電腦模擬系統 6
2-2 教材的呈現方式 8
2-3 科學解釋與科學理解 10
第三章 研究方法 12
3-1 研究對象 12
3-2 研究流程 12
3-3 實驗設計 14
3-4 研究工具 15
3-4-1浮力學科測驗前、後測 15
3-4-2引導問題 16
3-4-3科學文章 16
3-4-4科學模擬系統 17
3-5 資料收集與分析 19
3-5-1浮力紙本測驗 19
3-5-2影片分析 19
3-5-3事後訪談 21
第四章 研究結果與討論 23
4-1 影片分析之描述性統計資料 23
4-2 兩組在閱讀與模擬之間的相關關係 26
4-3 兩組評量分析與討論 28
第五章 結論與建議 36
5-1 結論 36
5-2 未來發展與建議 37
參考文獻 38
附錄A 浮力測驗題目(前測) 40
附錄B 浮力測驗題目(後測) 42
附錄C 浮力引導問題 44
附錄D 浮力科學文章 45
參考文獻 Ainsworth, S.E. (2006). DeFT: A conceptual framework for learning with multiple representations. Learning and Instruction, 16, 183-198.
Akpan, J.P., & Andre, T. (2000). Using a computer simulation before dissection to help students learn anatomy. Journal of Computers in Mathematics and Science Teaching, 19, 297-313.
Bell, R.L., & Trundle, K.C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45, 346-372.
Chambliss, M. J., Christenson, L. A., & Parker, C. (2003). Fourth graders composing scientific explanations about the effects of pollutants - Writing to understand. Written Communication, 20, 426-454. doi: 10.1177/0741088303260504
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201.
Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. Journal of the Learning Sciences, 14, 69-110. doi: 10.1207/s15327809jls1401_4
Johnson, C.I., & Mayer, R.E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26, 1246-1252. doi: 10.1016/j.chb.2010.03.025
Njoo, M., & de Jong, T. (1993). Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, 821-844.
Brant, G., Hooper, E., & Sugrue, B. (1991). Which comes first, the simulation of the lecture? Journal of Educational Computing Research, 7, 469-481.
National Research Council. (2011). Learning science through computer games and simulations. Committee on Science Learning: Computer Games, Simulations, and Education, M.A. Honey, and M.L. Hilton (Eds.). Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Kinzie, M.B., Strauss, R., & Foss, J. (1993). The effects of an interactive dissection simulation on the performance and achievement of high school biology students. Journal of Research in Science Teaching, 30, 989-1000.
Braaten, M., & Windschitl, M. (2011). Working toward a stronger conceptualization of scientific explanation for science education. Science Education, 95, 639-669.
Lin, X., & Lehman, J. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own learning. Journal of Research in Science Teaching, 36, 837-858.
Rieber, L.P., Tzeng, S., and Tribble, K. (2004). Discovery learning, representation, and explanation within a computer-based simulation. Computers and Education, 27, 45-58.
Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58, 136-153. doi: 10.1016/j.compedu.2011.07.017
指導教授 劉晨鐘(Chen-chung-Liu) 審核日期 2014-7-28
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明