 |
|
|
|
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：16 、訪客IP：3.131.13.37
姓名 蘇家漢(Jia-Han Su) 查詢紙本館藏 畢業系所 網路學習科技研究所 論文名稱 開發「Web3D虛擬教室系統」與數學幾何問題解決之研究
(A Study of Manipulative Web3D Virtual Classroom System and its Effects on Geometry Problem Solving)相關論文 檔案 [Endnote RIS 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
[檢視]
- 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) 在台灣的九年一貫數學課程綱要中，對於圖形與空間的學習，強調從生活經驗中著手，發現形體的組成要素及其與形體之間的關係，進而確立空間的概念。近年來虛擬實境等技術日趨成熟，廣泛的被應用到軍事訓練與娛樂產業上，但卻少有利用在學校基礎教育上。而且在數學幾何的學習上，不能單只靠公式的記憶，而是要透過豐富的操作、點數、切割、比較、拼湊等活動的進行，來建構其知識。所以，本研究發展『Web3D虛擬教室系統』來整合Virtual Manipulatives與多媒體電子白板來進行研究。本系統用使用Java來實作，並以Web3D的標準去建立幾何模型與場景，讓使用者可以透過網路來存取本系統的功能，因此學習者與教學者可以透過電腦以非同步的方式進行出題與解題的動作。並讓學習者在進行解題的過程，藉由操作3D的幾何物件，以建構式學習的方式來達成知識由具像到心像的過程。同時本系統整合白板工具至虛擬的場景中，讓學習者統整後的知識可以用多種表徵方式表達出來，進行問題解題或概念說明，也可以讓同儕以非同步的方式進行合作與互評，做到知識由心像到抽像的過程。
這篇文章最主要分成兩個部分。第一個部分是系統的開發與設計，以及相關文獻的探討，而第二部分是本研究對本系統進行兩次系統接受度的調查，並對學習者在使用本系統進行解題的作品做了初步的分析。結果顯示使用者同意本系統是有用的，並對易用性方面有正面的評價。摘要(英) In this paper, an innovative and manipulative learning tool was proposed. We called it “Web3D Virtual Classroom System”. We used it to improve geometry problem solving based on the pedagogical theory: “The learning representation mode is from the concrete items to abstract ideas through physical or mental manipulation“. In Taiwan 9-year integrated curriculum syllabus, emphasizing the importance of learning geometric concept through real life experience. By that we hope for children can find the factors and relations from different kinds of geometric objects, and then to construct correct geometric concept. In recent years, the Virtual Reality technology has been applied in military training and video games etc., but it was rarely employed in formal educational context. And especially for geometry learning, learners should promote their understanding through coordination, integration and structuring activities with geometric objects.
For above reasons, we have developed “Web3D Virtual Classroom System” by integrating virtual manipulative and multimedia whiteboard. That was mean learners can solve geometric problems with manipulating objects, and propose their solution on multimedia whiteboard. Furthermore. And we also involved the asynchronous cooperation by introducing peer assessment and solution revision mechanism.
This paper was divided into two parts. In first part, we described literature discussion, system design and system development. In the second part, we investigated perceived acceptance of proposed system and students’’ solving methods from two system studies. The questionnaires’’ result showed that subjects agreed our proposed system is useful and they also had positive attitude to ease of use.關鍵字(中) ★ Web3D
★ 虛擬教室
★ 空間幾何
★ 問題解決關鍵字(英) ★ Web3D
★ Problem Solving
★ Virtual classroom
★ Geometry Learning論文目次 1 Introduction........................................................................................................1
1.1 Developing Constructivist Learning Environment with Information Technology......... 1
1.2 Facilitating Correct Geometry Concept Construction..................................................... 1
1.3 Integrating Virtual Manipulative and Multimedia Whiteboard.......................................2
1.4 Comparison with Physical Manipulatives....................................................................... 3
1.5 Scope and Limitation of Research...................................................................................5
1.5.1 Scope........................................................................................................................... 5
1.5.2 Limitation..................................................................................................................... 6
2 Literal Review....................................................................................................8
2.1 Knowledge Construction and Geometry Learning .........................................................8
2.2 How to Improve Learning Environment with Information Technology ...................... 10
2.3 Problem Solving............................................................................................................ 12
2.4 Virtual Manipulatives ...................................................................................................13
2.5 The Comparison of Asynchronous and Synchronized Distance Learning....................13
2.6 Related Works .............................................................................................................. 14
3 Methodology....................................................................................................16
3.1 Research Model............................................................................................................. 16
3.2 Research Flow .............................................................................................................. 19
3.3 Research Tool................................................................................................................21
3.4 Problem Solving Activity Design..................................................................................21
3.5 Subjects and Test Setting...............................................................................................23
3.5.1 System Study 1........................................................................................................... 23
3.5.2 System Study 2........................................................................................................... 23
4 System Design and Implementation................................................................ 25
4.1 Concept Description...................................................................................................... 25
4.2 System Objectives......................................................................................................... 26
4.3 Virtual Manipulative Scene and Tool Design............................................................... 27
4.4 Implementation..............................................................................................................31
5 Result............................................................................................................... 36
5.1 System Study 1.............................................................................................................. 36
5.1.1 Questionnaires Survey................................................................................................36
5.1.2 Problem Solving Content Analysis.............................................................................39
5.1.3 Observation and Interview..........................................................................................42
5.2 System Study 2.............................................................................................................. 44
5.2.1 Questionnaire Survey................................................................................................. 44
5.2.2 Problem Solving Content Analysis.............................................................................48
6 Conclusion....................................................................................................... 56
6.1 Contribution...................................................................................................................56
6.2 Review..........................................................................................................................56
6.3 Future Work...................................................................................................................58
Reference............................................................................................................ 59
Chinese Reference............................................................................................................... 59
English Reference................................................................................................................60
Appendix A: Questionnaire for System Study 1 ............................................... 64
Appendix B: Questionnaire for System Study 2 ................................................68
Appendix C: Screenshot of Student's Problem Solving Contents..................... 72
1 Superman Rescuing Mission Between Buildings.............................................................72
2 Stone Number Inference of Pyramid: Volume Inference................................................74
3 Volume and Surface Area Inference of Irregular Stacking Cubes................................... 75
4 Volume and Surface Area Inference of Pyramid..............................................................78參考文獻 Chinese Reference
丁惠琪 (2000)。合作學習應用在國小數學教學之探究。國立台北師範學院課程與教學研究所碩士論文。
林奇賢 (1995)。電腦模擬在國民中小學教學上的應用。國民中小學資訊教育課程與實務研討會論文集，教育部 : 台北市，pp. 90 - 95。
徐美玲 (2004)。非同步遠距課程：大眾傳播與宣傳說服教學經驗分享。取自2006年六月二十號 http://elearn.cc.nccu.edu.tw/discussion/921/930108-meilin.pdf
郭重吉，江武雄，王夕堯 (2000)。 從理論到實務談建構主義。取自2006年六月二十號 http://pei.cjjh.tc.edu.tw/sci-edu/edu_3_15.htm
九年一貫課程與教學網。取自2006年六月二十號http://teach.eje.edu.tw/9CC/fields/2003/math_3_1.php
劉好 (1995)。平面圖形教材的處理。取自2006年六月二十號 http://www.naer.edu.tw/study/math/newmath2/11-1.htm
譚寧君 (1995)。面積與體積的教材分析。取自2006年六月二十號 http://www.naer.edu.tw/study/math/newmath3/10.htm
唐文華，劉馨韓 (2004)。網路虛擬動物園. 行政院國家科學委員會專題研究計畫 成果報告.
蔡賜琳 (2004)。網路式虛擬汽車修護教學課程之發展與成效分析. 國立高雄第一科技大學 機械與自動化工程系 碩士論文。
莊重，劉松田，林妙英 (1999)。網路虛擬高中數學學習館— 子計畫二:數學問題的剖析及其在網路上呈現之研究（一）：數與函數/解析幾何/座標變換. 行政院國家科學委員會補助專題研究計畫成果報告。
白玉華，朱美珍 (2004)。動態幾何教材之設計與實驗。行政院國家科學委員會補助專題研究計畫成果報告。
黃天佑, 蔡秉恆 (2002)。運用數位學校設計製作國小幾何課程及實驗教學. 行政院國家科學委員會專題研究計畫。
English Reference
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Eaglewood Cliffs, NJ: Prentice-Hall.
Battista, Michael T., and Clements, Douglas H. (November 1991). Using spatial imagery in geometric reasoning. Arithmetic Teacher, 39, 18-21.
Bauersfeld, H. (1988). Interaction, construction and knowledge - Alternative perspectives for mathematics education. Effective Mathematics Teaching, Reston, Virginia, 27-46.
Bimber O, Encarnacao LM, Stork A.(2000). A multi-layered architecture for sketch-based interaction within virtual environments. Computers & Graphics, 2000,24:851−867.
Clements, D. H., ＆ Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of reasoning on mathematics teaching and learning. pp. 420-464. New York, NY: Macmillan.
Conceicao-Runlee, S., & Daley, B. J. (1998). Constructivist learning theory to web-based course design: an instructional design approach. In Proceedings of the 17th annual midwest research-to-practice conference in adult, continuing and community education.
Chittaro, L. & Ranon, R. (2005). Web3D Technologies in Learning, Education and Training: Motivations, Issues, Opportunities. Computers and Education Journal, in press.
Davis, F. D.(1986). A Technology Acceptance Model of Empirically Testing New End-UserInformation Systems: Theory and Results, Doctoral Dissertation, Sloan School of Management, Massachusetts Institute of Technology, 1986.
Davis, F. D., Bagozzi, R. P. and Warshaw, P. R., ”User Acceptance of Computer Technology: A Comparsion of Two Theoretical Model”, Management Science, August 1989, 35(8), p982 – p1003.
Davis, F. D. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology, MIS Quarterly, September 1989, p319-p340.
Dorward, J., and R. Heal( 1999) “National Library of Virtual Manipulatives for Elementary and Middle Level Mathematics.” Proceedings of WebNet 99 World Conference on the WWW and Internet, pp. 1510–12. Honolulu, Hawaii: Association for the Advancement of Computing in Education, October 1999.
Ed Sims(2004). Web3D Technology in Learning, Education, & Training: The 2-Sigma Challenge. http://hcilab.uniud.it/let-web3d/Keynote.pdf
Ellen Yi-Luen Do, Thomas Jung, Mark D. Gross(2001) . Annotating and Sketching on 3D Web Models. http://depts.washington.edu/dmgftp/publications/pdfs/iui02_jung.pdf
Hinrichs, R. J. (2002). Learning and Scholarship in the Early 21st Century Technology. http://www.conferencexp.net/community/Library/LearningXP.pdf
Hwang Wu-Yuin, Chen Nian-Shing and Hsu Rueng-Lueng(2006). Development and evaluation of multimedia whiteboard system for improving mathematical problem solving, Computers & Education, Vol 46, Issue 2, Pages 105-220.
Java3D open source project. Retrieved June 20, 2006, from https://java3d.dev.java.net/
Bransford, John D., Ann L. Brown, and Rodney R. Cocking(Eds.) (1999). How People Learn: Brain, Mind, Experience, and School. Washinton, D.C:National Ascademy Press.
Jung, T., Gross, M.D. and Do, E.Y.(2002) Annotating and Sketching on 3D Web models, Proceedings of the IUI 2002 conference, San Francisco, 13-16 January 2002, pp.95-102
K.Moustakas, G.Nikolakis, D.Tzovaras and MGStrintzis. A Geometry Education
Haptic VR Application Based on a New Virtual Hand Representation, in IEEE VR2005,
pp. 245-248, Bonn, March 2005.
Lionni, L. (1970). Fish Is Fish. New York: Scholastic Press.
Martin LaMonica (2005). Putting XML in the fast lane, Retrieved June 20, 2006, from http://news.com.com/Putting+XML+in+the+fast+lane/2100-7345_3-5534249.html
Moyer, P. S., Bolyard, J.J., & Spikell, M.A. (2002). What are virtual manipulatives? [Online]. Teaching Children Mathematics, 8(6), 372-377. Available: http://my.nctm.org/eresources/view_media.asp?article_id=1902
Piaget, J. (1973). The Child and Reality: Problems of Genetic Psychology. New York: Grossman.
Wikipedia (2006). Problem Solving, Retrieved June 20, 2006, from http://en.wikipedia.org/wiki/Problem_solving
Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., Barnes, C. (1999), Learning and Building Together in an Immersive Virtual World. In Presence vol 8, no 3, June, 1999, pp. 247-263 and the cover
Students' Understanding of Three-Dimensional Rectangular Arrays of Cubes
Michael T. Battista, Douglas H. Clements Journal for Research in Mathematics Education, Vol. 27, No. 3 (May, 1996) , pp. 258-292
Tereza G. Kirner, Claudio Kirner, André L. S. Kawamoto, Jefferson Cantão, Aloísio Pinto, Raul S. Wazlawick.(2001). Development of a Collaborative Virtual Environment for Educational Applications. WEB3D '2001, Paderbon, Germany.
Thomas Jung, Mark D. Gross, Ellen Yi-Luen Do.(2002). Annotating and Sketching on 3D Web Models. IUI’02, January 13-16, 2002, San Francisco, California, USA.
Vosniadou, S., and W.F. Brewer. (1989). The Concept of the Earth's Shape: A Study of Conceptual Change in Childhood. Unpublished paper. Center for the Study of Reading, University of Illinois, Champaign.
Web3D Consortium. X3D framework & SAI — ISO/IEC FDIS (Final Draft International Standard) 19775:200x. Retrieved June 20, 2006, from http://www.web3d.org/x3d/specifications/ISO-IEC-19775-FDIS-X3dAbstractSpecification/index.html
Whiteside, A. （1986）. The Unexpected Treasure：Developing Problem-Solving Skills Through "Interactive Fantasies". Computers in Schools, 2（4）, 115-122.
Winn, W. (1993). A conceptual basis for educational applications of virtual reality. HITL Report No. R-93-9.
Won Kim, Timothy K. Shih: “Distance Education: The Status and Challenges”, in Journal of Object Technology, vol. 2, no. 6, November-December 2003, pp. 35-43. http://www.jot.fm/issues/issue_2003_11/column3
Wood, W., Cobb, P., & Yackel, E. (1992). Change in learning mathematics. In H. H. Marshall, (Ed.), Redefining student learning: Roots of educational change(pp.177-206), Norwood, NJ: Ablex.指導教授 黃武元(Wu-Yuin Hwang) 審核日期 2006-7-5 推文 plurk
funp
live
udn
HD
myshare
netvibes
friend
youpush
delicious
baidu
網路書籤 Google bookmarks
del.icio.us
hemidemi
facebook
twitter
google
reddit