微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)-微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫);Minimized Scientific Problem-Solving Games for Developing Students’ Inquiry Ability: Simulation Game Development, Learning Assessment and Analytics

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Research Project > Item 987654321/78741

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/78741

Title:	微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)-微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫);Minimized Scientific Problem-Solving Games for Developing Students’ Inquiry Ability: Simulation Game Development, Learning Assessment and Analytics
Authors:	劉晨鐘;楊鎮華;楊智為;張欣怡;郭伯臣
Contributors:	國立中央大學網路學習科技研究所
Keywords:	電腦模擬遊戲;科學探究;合作問題解決評量;學習分析;科學探究鷹架;computer simulation game;scientific inquiry;collaborative problem-solving assessment;learning analytics;scaffolding
Date:	2018-12-19
Issue Date:	2018-12-20 13:46:33 (UTC+8)
Publisher:	科技部
Abstract:	講述式教學下多數學生經常專注於記住科學的事實知識，而不是理解科學概念和科學過程，而且教室中科學課程無法為學生提供科學探究的機會。在這種環境下，學生可能對學習科學失去興趣，而科學學習則限於科學知識的記憶與解題。許多研究指出電腦模擬可以當作輔助工具來增強傳統的科學學習與教學，但電腦模擬來輔助科學探究仍有三個實務上待解決的問題，包括科學探究動機、科學探究情境脈絡、與科學探究鷹架，這些問題都需要找到適合教育實務的解決方案，才能確實幫助學生習得探究技能的關鍵。因此，本計畫目標開發微型化科學問題解決遊戲，遊戲化電腦模擬使其適合不同程度的學生，特別針對中低成就之學生，以科學問題解決遊戲來引發學習弱勢的學生學習科學的興趣，並給予合適的鷹架引導學生學習科學探究之技巧。本計畫結合多方專家進行跨領域合作，期望透過跨領域合作，能夠開發實務上對於科學探究課程有用的微型科學問題解決遊戲，幫助科學教師於科學課程使用，輔助弱勢學生進行科學探究與實作，進而塑造科學探究的教學典範與實施範例，並建立科學探究與實作教材庫，積極與桃園市、新北市、台中市、與澎湖縣政府合作進行教育推廣，以落實此計畫的效益。 ;In didactic instruction, most students frequently learn science by memorizing factual knowledge, rather than by understanding the science process. Moreover, students rarely have opportunities to conduct scientific inquiry in the science courses. Such a learning environment may reduce their motivation toward learning science and limit their approaches to learning science in using memorizing and calculating. Previous studies indicated that computer simulations as assistant tools could strengthen the learning and instruction of science in traditional instruction. However, computer simulations aided scientific inquiry still have three practical problems in science education, including motivation toward scientific inquiry, contextual scientific inquiry, and scaffolding for scientific inquiry. In order to solve these problems, this project will develop minimized scientific problem-solving games aiming to motivate students’ interests in learning science by computer simulation games, and help them learn scientific inquiry ability by the support of the appropriate scaffolding, in particular for low and middle achievers. Researchers in various domains, including computer simulation games, learning assessment, scientific inquiry and learning analytics domains will collaborate to achieve this goal. Such an interdisciplinary collaboration aims to help science teachers apply the games in science courses, and understand the difficulties students may encounter by learning analytics techniques, facilitating lower achievers to understand scientific inquiry process and practices. Moreover, the project will build instructional model and course model to use the games developed by this project and further cooperate actively with local governments on the promotion of the outcome of this project.
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Graduate Institute of Network Learning Technology] Research Project

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