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題名：國小學生之學習動機對其物質溶解概念改變影響之研究－以數位學習平台為基礎
作者：顏弘志
作者(外文)：Hung-chih Yen
校院名稱：國立彰化師範大學
系所名稱：科學教育研究所
指導教授：段曉林
學位類別：博士
出版日期：2010
主題關鍵詞：科學概念改變；學習動機；數位學習；scientific conceptual change；learning motivation；e-learning
原始連結：連回原系統網址new window
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中文摘要
了解學生如何學習科學，以及促進學生學習科學，一直是科學教育最重要的目標之ㄧ。而概念改變的理論與研究，其目的就是在解釋學生先備知識在知識建構過程中的本質，以及先備知識與新知識如何經由重新建構的歷程形成新的概念。雖然過去概念改變的研究，已經在解釋科學概念如何認知建構獲得顯著的成果。然而落實在實務上，則由於概念改變模型過份關注在認知而忽略情意向度而受到批評。所以，了解情意面向，特別是學習動機在科學概念改變上的作用則越顯得重要。
本研究透過質量混合的研究方式，企圖了解學生參與溶解概念改變數位學習平台時，學生的學習動機與溶解另有概念改變結果為何，以及科學學習動機如何影響學生參與科學概念改變學習。共有60名個案參與，其中40位個案接受同意錄影，最後共有32位個案獲得完整資料。在本研究中，個案被要求參與本研究依科學概念改變理論所設計之溶解概念改變數位學習平台，在學習前除給予溶解先備概念測驗外，在學習前後也給予科學學習動機問卷與溶解另有概念測驗以了解參與個案學習動機與溶解概念的改變。在數位學習期間除紀錄概念衝突事件、科學學習動機與情緒問卷的填答外，另將其學習歷程完整錄影，包含個案平台操作狀況、表情與姿態等，並於學習後立即進行刺激回憶訪談以了解個案學習動機表現的意義。所有收集的資料將進行量化與質性資料的分析，並進行資料的三角校正，最後則將重新的詮釋撰寫成研究結果。
本研究發現有五項：ㄧ、個案參與本研究所設計之數位學習平台其科學學習動機與概念改變都有明顯的提升。二、學生所展現的學習動機表現與其科學學習動機有密切關聯，學生採取不同動機構念會有不同學習動機表現參與科學概念改變學習。三、個體學習動機參與科學概念改變，可能因概念改變階段特質不同，有不同學習動機參與。四、從概念衝突階段後，學習動機在科學概念改變學習的作用更顯重要，特別是專注的學習將使得學生更深入參與科學概念改變的認知活動。五、學生的自我效能與主動學習策略將顯著的影響學生參與科學概念改變活動的持續性與深度，使得學生概念改變結果不同。對於未來的研究與教學則建議需更多的質性與微觀的研究和學習動機的研究在科學教學實務現場，以及教師則應提供更多樣的學習動機教學策略在學生面對科學概念改變情境，特別是提升學生的自我效能、成就動機與主動學習策略。
Investigate the Influences of Elementary School Students’ Learning Motivation on Dissolution Conceptual Change－Based on a E-learning Platform
Hung-chih Yen
Abstract
To understand how students learning science and to promote student learning science had been always important goals in science education. The aims of conceptual change theory and research were to explain the nature of the students’ prior knowledge in the process of knowledge construction, and to form a new concept through the prior knowledge connected with the new knowledge on the re-constructed process. Although the conceptual change in the past had been explained how the significant results of cognitive construction of scientific concepts. However, the conceptual change model was criticized for too much attention to the cognitive dimensions and ignoring affective dimensions in practice. Therefore, understanding affective dimensions, in particular the influence of motivation on conceptual change was more and more important.
The study mixed qualitative and quantitative research methods and aimed to understand what were the results of change on learning motivation and alternative dissolution conceptual change during the students participated in the e-learning platform of the dissolution conceptual change, and how the learning motivation affected students’ participation in scientific conceptual learning. There were a total of 60 cases involved in the research, of which 40 participants agreed by video recording, and finally a total of 32 cases were complete data. In the study, cases were asked to participate in the e-learning platform about the dissolution conceptual change, and the design of the platform based on the theory of scientific conceptual change. In addition, all cases had been asked to finish the prior conceptual test before they learned the dissolution concepts. Moreover, they had also finished the motivation questionnaires and alternative dissolution conceptual tests in order to understand the change of learning motivation and dissolution concepts of cases before and after the study process. In addition to video records of the conceptual conflict accidents, the responses of writing motivation and emotion questionnaires during e-learning, the auther also recorded cases’ learning process, including cases’ platform operating conditions, such as facial expressions and body gestures. After learning process, cases had stimulus recall interviews immediately in order to realize the meaning of the cases’ motivational performances. Finally, all information would be collected and be quantitative and qualitative analysis and be reviewed evidence for data triangular methods. After all, the author re-wrote the final interpretation into the research results.
The study results were as follows: first, the cases involved in the designed e-learning platform and their conceptual change and motivation had increased significantly. Second, the students exhibited learning motivation performance and their science learning motivation were closely related, the students adopted different motivational components and then they would have the different performance of learning motivation in scientific conceptual change learning. Third, the individuals have different motivation to participate scientific conceptual learning by characteristics of different stages in conceptual change learning process. Fourth, after the conceptual conflict phase, the role of learning motivation was more important in scientific conceptual change, especially concentration learning would make students more deeply involved in the cognitive and scientific conceptual change activities. Fifth, students’ self-efficacy, active learning strategies would have significant impact to continuity and depth of student participation in scientific conceptual change activities, and then caused different degrees of conceptual change. For future research and teaching, the author proposed the more qualitative and microscopic study on learning motivation in science instruction practice to future research, and teachers should provide a greater variety of learning motivation teaching strategies in the context of scientific conceptual change, especially to enhance students self-efficacy, achievement motivation and active learning strategies.
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