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題名：建構主義式的網路科學學習對國中生力的概念學習之研究
書刊名：科學教育學刊
作者：梁志平／佘曉清
作者(外文)：Liang, Chi-ping／She, Hsiao-ching
出版日期：2006
卷期：14:5
頁次：頁493-516
主題關鍵詞：網路學習；建構主義；概念建構；Web-based learning；Constructivism；Conceptual change
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:6
  • 點閱點閱:93
本研究的目的在探討符合建構主義的學習模式，在融入網路化教學的特性後是否能夠協助學生建構較完整的力的概念。研究結果顯示，實驗組學生在後測及追蹤測均高於前測成績且達顯著差異，顯示使用建構主義式的網路科學學習模式，確實可以讓在自然科成績不論高成就或低成就的學生都可以學得很好，而且學習保留也有不錯的效果；另外不論在後測及追蹤測成績實驗組都優於對照組，代表建構主義式的網路科學學習模式不論在學習成效或學習效果的保留都優於傳統的教學方式。學習網站的學習路徑分析方面，在各單元都是高分組學生錯誤的概念較少，中分組次之，低分組的學生錯誤的概念較多。唯在「力的測量」單元，高、中、低分組三組學生錯誤的概念差不多，及「力的分類」單元，中分組錯誤的概念較高分組少。而在學習成效方面，在「力的測量」、「兩力平衡」、「力的合成」、「力的分類」及「摩擦力」的成就後測方面，高分組的學生成績均高於中分組及低分組的學生且均達顯著差異。另外在追蹤測驗方面，除了「力的測量」及「摩擦力」兩個單元外，高分組的學生追蹤測驗成績與低、中分組的學生成績都達到顯著差異。
This research examined the hypothesis that the use of constructivist-oriented, web-based science learning would allow students to develop more scientific views of force concepts. Results showed that the experimental group (use of constructivist-oriented web-based science learning) performed better on both the post-test and the retention-test of force concepts than the control group (traditional teaching). In addition, within the experimental group, both high and low achievement students made statistically significant progress on both the post-test and the retention-test. It appears that the use of constructivist-oriented wed-based science learning promote better and immediate performance and retention effects in students than traditional instruction method. The results of the students’ learning path analysis showed that high achievement students had fewer misconceptions than middle or low achievement students on most sections except for the measurement and classification of force. It also showed that high achievement students made statistically greater progress than middle and low achievement students on the post-test on measurement of force, balanced force, force in combination, classification of force, and on the retention test on balanced force, force in combination and classification of force.
期刊論文
1.Trumper, R.、Gorsky, P.(1997)。A Survey of Biology Students' Conceptions of Force in Preservice Training for High School Teachers。Research in Science and Technological Education，15(2)，133-147。  new window
2.She, H.-C.(2002)。Concepts of a Higher Hierarchical Level Require More Dual Situated Learning Events for Conceptual Change: A Study of Air Pressure and Buoyancy。International Journal of Science Education，24(9)，981-996。  new window
3.Thijs, G. D.(1992)。Evaluation of an Introductory Course on "Force" Considering Students' Preconceptions。Science Education，76(2)，155-174。  new window
4.Twigger, D.、Byard, M.、Driver, R.、Draper, S.、Hartley, R.(1994)。The Conception of Force and Motion of Students Aged between 10 and 15 Years: An Interview Study Designed to Guide Instruction。International Journal of Science Education，16(2)，215-229。  new window
5.Gabel, D. L.、Samuel, K. V.、Hunn, D.(1987)。Understanding the particulate nature of matter。Journal of Chemical Education，64(8)，695-697。  new window
6.Slavin, R. E.(1991)。Synthesis of research on cooperative learning。Educational Leadership，48(5)，71-82。  new window
7.Vosniadou, S.、Brewer, William F.(1987)。Theories of knowledge restructuring in development。Review of Educational Research，57(1)，51-67。  new window
8.陳福慶(19990200)。淺談「WWW上CAI之設計」--以國小自然科「電路」單元為例。視聽教育雙月刊，40(4)=238，46-48。  延伸查詢new window
9.張史如(19970400)。從建構主義的觀點探討網路超文件／超媒體應用於教學上的意義。資訊與教育，58，39-48。  延伸查詢new window
10.Hewson, M. G.、Hewson, P. W.(1983)。Effect of instruction using students, prior knowledge and conceptual change strategies on science learning。Journal of Research in Science Teaching，20(8)，731-743。  new window
11.Anderson, J. R.、Reder, L. M.、Simon, H. A.(1997)。Situative versus cognitive perspectives: Form versus substance。Educational Researcher，26(1)，18-21。  new window
12.Driver, R.、Oldham, V.(1986)。A constructivist approach to curriculum development in science。Studies in Science Education，13(1)，105-122。  new window
13.Chi, M. T. H.、Slotta, J. D.、De Leeuw, N.(1994)。From Things to Processes: A Theory of Conceptual Change for Learning Science Concepts。Learning and Instruction，4(1)，27-43。  new window
14.She, H. C.(2003)。DSLM instructional approach to conceptual change involving thermal expansion。Research in Science and Technological Education，21(1)，43-54。  new window
15.She, H.-C.(2004)。Fostering Radical Conceptual Change through Dual-Situated Learning Model。Journal of Research in Science Teaching，41(2)，142-164。  new window
16.Marchionini, G.(1988)。Hypermedia and learning: Freedom and chaos。Educational Technology，28(11)，8-12。  new window
17.Brown, D. E.(1993)。Refocusing Core Intuitions: A Concretizing Role for Analogy in Conceptual Change。Instructional Science，30，1273-1290。  new window
18.Brown, D. E.、Clement, J.(1989)。Overcoming Misconceptions Via Analogical Reasoning: Abstract Transfer Versus Explanatory Model Construction。Instructional Science，18，237-261。  new window
19.David, H. P.、Ross, B. F.(1998)。Readiness to Change the Conception That "Motion-Implies-Force": A Comparison of 12-year-old and 16-year-old Students。Science Education，81(3)，317-331。  new window
20.Kruger, C.、Palacio, D.、Summer, M.(1992)。Survey of English Primary Teachers: Conceptions of Force, Energy and Materials。Science Education，76(4)，339-351。  new window
21.Marcia, C. L.、Douglas, C.、James, D. S.(2003)。WISE Design for Knowledge Integration。Science Education，87，517-538。  new window
會議論文
1.游文楓、佘曉清(2003)。網路化問題解決教學策略對學生生物學習成效的影響。0。new window  延伸查詢new window
2.She, H. C.(2004)。Facilitating students' Learning of Difficult Science Concepts Through Integrating a Metacognitive Approach into a Webbased Multimedia Science Learning Pro-gram。0。  new window
研究報告
1.Stead, K.、Osborne, R.(1980)。Friction。Hamilton, Canada。  new window
學位論文
1.藍瑋煥(2002)。國一生在網路環境學習「水」的統整課程之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.陳淑筠(2002)。國內學生自然科學迷思概念研究之後設研究(碩士論文)。臺東師範學院，臺東市。  延伸查詢new window
3.黃淑敏(2001)。電腦網路學習對學生學習成效之後設分析(碩士論文)。國立新竹師範學院。  延伸查詢new window
4.葉艷靜(2003)。網路學習（e-Learning）環境對國中生學習生物之成效分析--以生物界分類：「植物界」與「動物界」分類單元為例(碩士論文)。彰化師範大學。  延伸查詢new window
5.林家弘(2000)。我國大學生網路學習滿意度之研究(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.Woolfolk, A. E.(1993)。Educational Psychology。Boston, MA：Allyn & Bacon。  new window
2.Ausubel, David Paul(1968)。Educational Psychology: a cognitive view。New York：Holt, Rinehart and Winston, Inc.。  new window
3.Brook, A.、Briggs, H.、Driver, R.(1984)。Aspects of Secondary Students' Understanding of the Particulate Nature of Matter. Leeds: Children's Learning in Science Project。Aspects of Secondary Students' Understanding of the Particulate Nature of Matter. Leeds: Children's Learning in Science Project。England, UK。  new window
4.She, H. C.、Fisher, D.(2003)。Web-based Elearning Envrionment in Taiwan: The impact of the Online Science Flash Program on Students' Learning。Technology-rich Learning Environments: A Future Perspective。Singapore。  new window
其他
1.KIE(2004)。Knowledge Integration Environment，0。  new window
2.WISE(2004)。The Web-based Inquiry Science Environment，0。  new window
圖書論文
1.Driver, R.、Guesne, E.、Tiberghien, A.(1985)。Some features of children's ideas and their implications for teaching。Children's ideas in science。Open University Press。  new window
 
 
 
 
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