在模擬平台使用日常生活影片輔助 科學學習之開發與評估

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：22

、訪客IP：18.216.32.116

姓名

奧薩雅(Aulia Syarif Aziz) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

在模擬平台使用日常生活影片輔助科學學習之開發與評估
(The Development and Evaluation of a Simulation Platform Supporting Science Learning from Life Videos)

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]

本電子論文使用權限為同意立即開放。
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。
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)

在此研究中，我們在Co-Sci物理模擬網站下，使用了YouTube API和設計了學習活動，來幫助學生學習物理。這個系統用於測試國小學生學習鐘擺的概念。此研究的目標為觀察學生透過模擬學習物理和藉由真實影片學習物理之間，兩者間學習的表現。我們也觀察了各小組學生對學習科學的概念、他們的學習行為，以及學習成就。參與此研究的實驗對象共為35 位學生，其中以不同的學習活動分為兩組，模擬搭配探究指引 (Simulation with Inquiry Guidance, SIG)組的17位學生，以及影片搭配問題解決 (Video with Problem Solving, VPS)組的18 位學生。每組使用不同的學習的媒體和教學法。經統計分析顯示兩組間學習成效並沒有顯著的差異。兩組學習成效也沒有顯著差異。研究限制和系統缺陷也被發現可以改進以用於未來的研究。

摘要(英)

In this study, we implemented a video feature in the Co-Sci physics simulation website using YouTube API and developed learning activities to help students to learn physics. The system was tested on elementary school students learning pendulum concepts. The aims of this study were to investigate the learning performance between students that learn physics through simulation only and students that learn using simulation with real video. We also investigate students’ conceptions of learning science, their learning behavior, and the learning achievement in the respective group. Total participants in this study were 35 students which were divided into 2 groups, 17 students in Simulation with Inquiry Guidance (SIG) group and 18 students in Video with Problem Solving (VPS) group. Different learning medias and pedagogies were applied for each group. The statistical analysis result showed that there was no significant difference in learning outcome of the two groups. There was also no significant difference in learning achievement between the two groups. Study limitations and system weakness has been identified to be improved for the future works.

關鍵字(中)

★ 物理學習
★ 模擬
★ 影片

關鍵字(英)

★ Physics learning
★ simulation
★ video

論文目次

中文摘要 i
Abstract ii
Acknowledgement iii
Table of Contents iv
List of Figures vi
List of Tables vii
List of Appendix viii
1. Introduction 1
1.1 Background 1
1.2 Purpose 2
2. Literature Review 3
2.1 Conceptions of Learning Science 3
2.2 Learning Physics through Simulations 4
2.3 Video in Physics Learning 5
2.4 Inquiry Based and Problem Based Learning 6
2.5 The Predict-Observe-Explain Strategy 7
3. System Design and Implementation 8
3.1 System Design 8
3.2 Implementation 11
4. Research Method 14
4.1 Research Subject 14
4.2 Research Method 14
4.3 Research Variable and Research Architecture 14
4.3.1 Independent Variables 15
4.3.2 Constant Variables 15
4.3.3 Dependent Variables 16
4.4 Research Flow 19
4.5. Research Procedure 22
5. Results and Analysis 25
5.1 Students’ Learning Achievement 25
5.2 Students’ Conceptions of Learning Science 28
5.3 Correlation Among Variables Analysis 30
6. Conclusion and Future Work 32
6.1 Conclusion 32
6.2 Future Work 33
References 34
Appendix 40

參考文獻

Anderson, R.D. (2002). Reforming science teaching: What research says about inquiry?. Journal of Science Teacher Education, 13(1), 1-12.
Biggs, J. (1994). Student learning research and theory: Where do we currently stand. Improving student learning: Theory and practice, 1-19. England: Oxford Centre for Staff Development.
Brown, D. (2008). Video modeling: combining dynamic model simulations with traditional video analysis. In American Association of Physics Teachers (AAPT) Summer Meeting.
Brown, D., & Cox, A. J. (2009). Innovative uses of video analysis. The Physics Teacher, 47(3), 145-150.
Bumbacher, E., Hossain, Z., Riedel-Kruse, I., & Blikstein, P. (2018). Design Matters: The Impact of Technology Design on Students’ Inquiry Behaviors. International Society of the Learning Sciences, Inc. [ISLS].
Cadmus Jr, R. R. (1990). A video technique to facilitate the visualization of physical phenomena. American Journal of Physics, 58(4), 397-399.
Campbell, J. O., Bourne, J. R., Mosterman, P. J., & Brodersen, A. J. (2002). The effectiveness of learning simulators for electronic laboratories. Journal of Engineering Education, 91, 81–87.
Carlsen, D. D., & Andre, T. (1992). Use of a microcomputer simulation and conceptual change text to overcome student preconceptions about electric circuits. Journal of Computer-Based Instruction, 19, 105–109.
Chang, C. J., Liu, C. C., Wu, Y. T., Chang, M. H., Chiang, S. F., Chiu, B. C., ... & Wu, S. W. (2016, January). Students′ perceptions on problem solving with collaborative computer simulation. In 24th International Conference on Computers in Education, ICCE 2016 (pp. 166-168). Asia-Pacific Society for Computers in Education.
Chang, K. E., Chen, Y. L., Lin, H. Y., & Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers & Education, 51(4), 1486-1498.
Christian, W., & Esquembre, F. (2007). Modeling physics with easy java simulations. The Physics Teacher, 45(8), 475-480.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of educational research, 64(1), 1-35.
Colaso, V., Kamal, A., Saraiya, P., North, C., McCrickard, S., & Shaffer, C. (2002). Learning and retention in data structures: A comparison of visualization, text, and combined methods. In Paper presented at the proceedings of ED-MEDIA 2002 world conference on educational multimedia/hypermedia and educational telecommunications.
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179–201.
Escalada, L. T., & Zollman, D. A. (1997). An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(5), 467-489.
Esquembre, F. (2004). Easy Java Simulations: A software tool to create scientific simulations in Java. Computer physics communications, 156(2), 199-204.
Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and instruction, 15(4), 485-529.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational psychologist, 42(2), 99-107.
Jensen, D., Self, B., Rhymer, D., Wood, J., & Bowe, M. (2002). A rocky journey toward effective assessment of visualization modules for learning enhancement in engineering mechanics. Educational Technology & Society, 5, 150–162.
Johnson, R. T., & Johnson, D. W. (2008). Active learning: Cooperation in the classroom. The annual report of educational psychology in Japan, 47, 29-30.
Johri, A., & Olds, B. M. (2011). Situated engineering learning: Bridging engineering education research and the learning sciences. Journal of Engineering Education, 100(1), 151-185.
Kearney, M., & Treagust, D. F. (2001). Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics. Australian Journal of Educational Technology, 17(1), 64-79.
Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students′ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220.
Luo, W., Stravers, J. A., & Duffin, K. L. (2005). Lessons learned from using a web-based interactive landform simulation model (WILSIM) in a general education physical geography course. Journal of Geoscience Education, 53, 489–493.
Marton, F., & Säljo, R. (1984). Approaches to learning. In F. Marton, D. Hounsell, & N. J. Entwistle (Eds.), The experience of learning, 40–58. Edinburgh: Scottish Academic Press.
Naps, T. L., Ro ̈ßling, G., Almstrum, V., Dann, W., Fleischer, R., Hundhausen, C., et al. (2003). Exploring the role of visualization and engagement in computer science education. ACM SIGCSE Bulletin, 35, 131–152.
Oguz-Unver A, Arabacioglu S (2014). A comparison of inquiry-based learning (IBL), problem-based learning (PBL) and project-based learning (PJBL) in science education. Academia Journal of Educational Research 2(7): 120-128.
Purdie, N., & Hattie, J. (1997). The development and validation of an instrument to assess students′ conceptions of learning. In 7th Conference of the European Association for Research in Learning and Instruction, Athens, Greece.
Reamon, D., & Sheppard, S. (1997). The role of simulation software in an ideal learning environment. In Paper presented at the Proceedings of the ASME design engineering technical conferences, September 14–17, Sacramento, CA.
Regan, M., & Sheppard, S. (1996). Interactive multimedia courseware and the hands-on learning experience: An assessment. Journal of Engineering Education, 85, 123–131.
Rieber, L. P., Boyce, M., & Assad, C. (1990). The effects of computer animation on adult learning and retrieval tasks. Journal of Computer-Based Instruction, 17, 46–52.
Ronen, M., & Eliahu, M. (2000). Simulation – A bridge between theory and reality: The case of electric circuits. Journal of Computer Assisted Learning, 16, 14–26.
Saljo, R. (1979). Learning in the learner’s Perspective, 1: Some commonsense conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
Sandoval, W. A., & Reiser, B. J. (2004). Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372.
Searle, P. & Gunstone, R. (1990). Conceptual change and physics instruction: a longitudinal study. ERIC Document, ED 320 767.
Tao, P. & Gunstone, R. (1997). The process of conceptual change in ‘Force and Motion’. ERIC Document, ED 407 259.
Tsai, C. C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
White, R. & Gunstone, R. (1992). Probing understanding. London and New York: TheFalmer Press.
Wieman, C., & Perkins, K. (2005). Transforming physics education. Physics today, 58(11), 36-41.
Zollman, D., & Fuller, R. (1994). Teaching and learning physics with interactive video.

指導教授

劉晨鐘(Chen-Chung Liu)

審核日期

2019-8-19

推文