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題名：探究動態表徵結合即時回饋系統對診斷學生簡單暨串聯電路之另有概念的影響
書刊名：教育與心理研究
作者：林靜雯 引用關係／吳育倫
作者(外文)：Lin, Jing-wen／Wu, Yu-lun
出版日期：2011
卷期：34:1
頁次：頁79-107
主題關鍵詞：另有概念；即時回饋系統；動態表徵；簡單暨串聯電路；Alternative conception；Interactive response system；IRS；Dynamic representations；Simple and series connections
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(2) 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:1
  • 共同引用共同引用:32
  • 點閱點閱:269
運用動態表徵有助於研究者獲得學生對相關抽象概念的先備知識，但動態表徵對學生作答影響的相關研究，卻仍處於起步階段。據此，本研究以靜態圖文表徵及動態表徵結合即時回饋系統兩種測驗方式，分別對100位五年級與138位七年級學生進行簡單暨串聯電路診斷測驗。研究目的除診斷學生簡單暨串聯電路的另有概念外，更探討動態表徵結合即時回饋系統，對診斷學生此主題之另有概念及態度的影響。研究發現，在兩種不同測驗方式影響下，學生持有另有概念的比例分布並不一樣，且動態表徵結合即時回饋系統提高學生選擇正確理由的比例，在七年級的多項成績上甚至達顯著差異。此外，學生晤談資料顯示動態表徵結合即時回饋系統能提升其對題目的理解及參與感。
Using dynamic representations can assist us to obtain preconceptions of students who do not learn anything about abstract conceptions. However, the impact of dynamic representations on students' response is still unknown. Accordingly, this study adopted static representations (generally used in paper and pencil test) as well as dynamic representations with interactive response system (IRS), two types of assessment form, to diagnose 100 fifth and 138 seventh graders' alternative conceptions of simple and series connections. There were two aims of this study. First, diagnose students' alternative conceptions of simple and series connections. Second, explore the response types and attitude for dynamic representations with IRS on diagnosing students' conceptions of simple and series connections. With these two assessment forms, the research results found the distribution percentages of response types in fifth and seventh graders were quite different. Besides, dynamic representations with IRS helped students to judge scientific responses. In seventh grade, several scores in the test of the experiment group were even significantly higher than the comparison group. In general, students thought dynamic representations with IRS improved their understanding of test items and attract them to participate in the test.
期刊論文
1.邱美虹、林靜雯、Chiu, M. H.、Lin, Templin(2005)。Promoting Fourth Graders' Conceptual Change of Their Understanding of Electric Current via Multiple Analogies。Journal of Research in Science Teaching，42(4)，429-464。  new window
2.林靜雯(20080900)。跨年級學生電學心智模式一致性與課程進程之比較研究。教育與心理研究，31(3)，53-79。new window  延伸查詢new window
3.Baek, Young K.、Layne, Benjamin H.(1988)。Color, Graphics, and Animation in a Computer-Assisted Learning Tutorial Lesson。Journal of Computer-Based Instruction，15(4)，131-135。  new window
4.莊雅茹(19960800)。CAL軟體動畫介面設計。教學科技與媒體，28，13-18。new window  延伸查詢new window
5.蔡嘉興、周進洋、連坤德(20051200)。以Flash電腦動畫輔助教學促進國三學生電流概念改變。物理教育，6(1)，24-42。  延伸查詢new window
6.潘文福(20080700)。提升學習動機：網路多媒體的形成性評量方案。臺灣圖書館管理季刊，4(3)，22-31。  延伸查詢new window
7.Beatty, I.、Gerace, W.、Dufresne, R.(2005)。Designing effective questions for classroom response system teaching。American Journal of Physics，74(1)，31-39。  new window
8.Mayer, R. E.、Anderson, R. B.(1991)。The instructive animation:Helping students build connections between words and pictures in multimedia learning。Journal of Educational Psychology，84(4)，444-452。  new window
9.Tsai, C. H.、Chen, H. Y.、Chou, C. Y.、Lain, K. D.(2007)。Current as the key concept of Taiwanese students' understandings of electric circuits。International Journal of Science Education，29(4)，483-496。  new window
10.Rieber, L. P.(1990)。Using computer animated graphics in science instruction with children。Journal of Educational Psychology，82，135-140。  new window
11.Chanlin, Lih-Juan(1997)。The Effects of Verbal Elaboration and Visual Elaboration on Student Learning。International Journal of Instructional Media，24(4)，333-339。  new window
12.邱美虹、林靜雯(2002)。以多重類比探究兒童電流心智模式之改變。科學教育學刊，10(2)，109-134。new window  延伸查詢new window
13.Park, O.、Gittelman, S. S.(1992)。Selective use of animation and feedback in computer-based instruction。Educational Technology Research and Development，40(4)，27-38。  new window
14.Magnusson, S. J.、Boyle, R. A.、Templin, M.(1997)。Dynamic science assessment: A new approach for investigating conceptual change。The Journal of the Learning Science，6(1)，91-142。  new window
15.林靜雯、邱美虹(20091200)。探究以學生心智模式為設計基礎之教-學序列對學生電學學習之影響。科學教育學刊，17(6)，481-507。new window  延伸查詢new window
16.王子華、王國華、王瑋龍、黃世傑(2004)。不同形成性評量模式對國中生網路學習之效益評估。科學教育學刊，2(4)，469-490。new window  延伸查詢new window
17.Chung, G. K. W. K.、Shel, T.、Kaiser, W. J.(2006)。An exploratory study of a novel online formative assessment and instructional tool to promote students' circuit problem solving。Journal of Technology, Learning, and Assessment，5(6)。  new window
18.Carlton, K.(1999)。Teaching electric current and electrical potential。Physical Education，34(6)，341-345。  new window
19.Kay, R. H.、LeSage, A.(2009)。A strategic assessment of audience response systems used in higher education。Australasian Journal of Educational Technology，25(2)，235-249。  new window
20.Medina, M. S.、Medina, P. J.、Wanzer, D. S.、Wilson, J. E.、MEd, N. E.、Britton, M. L.(2008)。Use of an Audience Response System (ARS) in a dual-campus classroom environment。American Journal of Pharmaceutical Education，72(2)，1-7。  new window
21.Mislevy, R. J.、Behrens, J. T.、Bennett, R. E.、Demark, S. K, Frezzo, D. C,、Levy, R. et al.(2010)。On the roles of external knowledge representations in assessment design。The Journal of Technology, Learning, and Assessment，8(2)。  new window
22.Sanger, M. J.、Greenbowe, T. J.(2000)。Addressing standing misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies。International Journal of Science Education，22(5)，521-537。  new window
23.Slain, D.、Abate, M.、Hodges, B. M.、Stamatakis, M. K.、Wolak, S.(2004)。An interactive response system to promote active learning in the doctor of pharmacy curriculum。American Journal of Pharmaceutical Education，68(5)，117-125。  new window
24.Cepni, S.、Keles, E.(2006)。Turkish students' conceptions about the simple electric circuits。International Journal of Science and Mathematics Education，4(2)，269-291。  new window
會議論文
1.王緒溢、梁仁楷、劉子鍵、柯華葳、陳德懷、黃智偉(2001)。應用於教室內之高互動學習環境設計--無線測驗系統與網路教學資訊系統之整合應用。第五屆全球華人學習科技研討會。桃園縣：國立中央大學。  延伸查詢new window
2.Skopeliti, I.、Vosniadou, S.(2007)。Reasoning with external representations in elementary astronomy。London。244-249。  new window
3.Waidrip, B.、Pram, V.(2009)。Impact of a representational focus on assessing learning in science classes。Istanbul, TR。  new window
4.Hull, C. E.、Kenney-Moore, P.(2007)。Electronic toys or legitimate learning tools? Using audience response systems in the classroom to enhance student learning。Tucson, AZ。  new window
5.Liu, T. C.、Liang, J. K.、Wang, H. Y.、Chan, T. W.(2003)。The features and potential of interactive response system。International Conference on Computers in Education。ICCE。315-322。  new window
6.Liu, T. C.、Lin, Y. C.、Wang, Y.、Chu, C. C.(2006)。A preliminaty study on integrating IRS with the lectures of fundamental physics in the first year university courses。Sevilla, ES。  new window
學位論文
1.林靜雯(2006)。由概念演化觀點探究不同教科書教--學序列對不同心智模式學生電學學習之影響(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.陳盈吉(2004)。探究動態類比對於科學概念學習與概念改變歷程之研究--以國二學生學習氣體粒子概念為例。國立臺灣師範大學，臺北市。  延伸查詢new window
圖書
1.教育部(2003)。國民中小學九年一貫課程綱要，自然與生活科技學習領域。台北：教育部。  延伸查詢new window
2.Osborne, R.、Freyberg, P.、Bell, Beverley(1985)。Learning in science: The implications of children's science。Auckland, NZ：Heinemann。  new window
3.Bransford, J. D.、Brown, A. L.、Cocking, R. R.、Committee on Developments in the Science of Learning、National Research Council(2000)。How people learn: Brain, mind, experience, and school。National Academy Press。  new window
4.Mayer, Richard E.(2001)。Multimedia learning。Cambridge University Press。  new window
5.Pfundt, H.、Duit, R.(2009)。Bibliography: Students alternative frameworks and science education。Kiel, Germany：University of Kiel Institute for Science Education。  new window
 
 
 
 
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