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題名：電腦輔助建模學習活動對國小高年級學生溫室效應與全球暖化學習影響之研究
書刊名：環境教育研究
作者：林英傑／崔夢萍 引用關係
作者(外文)：Lin, Ying-chieh／Tsuei, Mengping
出版日期：2011
卷期：9:1
頁次：頁37-74
主題關鍵詞：電腦輔助建模學習活動；認知結構；模型；溫室效應；全球暖化；Computer-based modeling learning activities；Cognitive structures；Models；Greenhouse effect；Global warming
原始連結：連回原系統網址new window
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  • 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)
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  • 共同引用共同引用:3
  • 點閱點閱:54
本研究旨在探討電腦輔助建模學習活動對國小高年級學生溫室效應與全球暖化學習的影響，包含學生的認知結構以及學生在溫室效應與全球暖化單元所呈現模型為何。本研究之研究對象為兩班國小六年級學生，在分別實施四週的「溫室效應與全球暖化」單元的電腦輔助建模學習課程與一般教學活動後，研究者以錄音及訪談方式收集資料，再以概念流程圖法將訪談內容繪製咸概念流程圖，分析學生的認知結構學習成效，並輔以錄影方式錄製學生建模歷程及所呈現的模型。研究結果發現：(1)電腦輔助建模學習活動能有效提升國小學童之學習成效，實驗組學生認知結構之表現顯著優於控制組學生；(2)實驗組學生在「概念廣度」、「概念豐富度」、「比較」與「推論或解釋」之Cohen's d值均大於0.8，表示實際顯著程度為高；(3)電腦建模工具Model-It協助學生建立模型、測試模型以及修正模型，協助學生將溫室效應機制反應的心智模型表達出來；(4)模型不僅在協助學生表達心智表徵，更重要的是可以讓學生認知結構中的概念數量、整合性與訊息處理策略皆獲得較佳的學習成果。本研究建議將建模學習活動提早至小學階段，在教師的引導下讓學生自行建立屬於自己的模型，並從中理解模型的用途與限制，對學生的科學素養有很大的助益。
This study was conducted to explore the effects of computer-based modeling learning activities on sixth graders' understanding of the greenhouse effect and global warming. The subjects of this study were sixty-six sixth graders in Taipei. The control group received a traditional instruction, whereas the experimental group received an instruction which was based on Model-It, a computer-based modeling tool, and a set of computer-based modeling learning activities. The interview data were gathered a week after the instruction. The interview narratives were transcribed into the format of 'flow maps' to evaluate students' cognitive structures. Three pairs of sixth graders' conversations and computer activities during the modeling learning activities were video recorded while they created their models. The results of this study revealed that (1) students in the computer-based modeling learning activities group, in general, attained better learning outcomes about the greenhouse effect and global warming after instruction. (2) Four aspects of cognitive structures-extent, richness, comparing and inferring or explaining-were statistically significant (Cohen's d>0.8). (3) Computer-based modeling tools allow students to express, test, and revise their models. (4) Models not only help students express their mental models, but also help students reach better learning outcomes in terms of concepts, integration, and information processing within their cognitive structures. This study suggested that science teachers could design and implement a sequence of computer-based modeling learning activities associated with a computer-based modeling tool to promote students' conceptual learning in the classroom.
期刊論文
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15.林振欽、洪振方(20081200)。國中學生電腦模擬單擺建模歷程個案研究。高雄師大學報. 自然科學與科技類，25，1-24。  延伸查詢new window
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會議論文
1.Bell-Basca, B. S.、Grotzer, T. A.、Donis, K.、Shaw, S.(200004-)。Using domino and relational causality to analyze ecosystems: Realizing what goes around comes around。New Orleans, LA。  new window
研究報告
1.葉欣誠(2009)。溫室效應導致氣候變遷之相關認知、態度與行為意向調查研究 (計畫編號：NSC 95-2516-S-017-003-MY2)。  延伸查詢new window
學位論文
1.許琇玲(2006)。溫室效應導致氣候變遷之相關認知、態度與行為意向調查研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.王亦欣(2003)。探討國二學生閱讀漫畫表徵的文本對地球科學概念學習的影響--以天文和溫室效應為例(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.張春興(2004)。教育心理學--三化取向的理論與實踐。臺北市：東華書局。  延伸查詢new window
2.Brook, A.、Driver, R.(1989)。Progression in Science : the Development of Pupils' Understanding of Physical Characteristics of Air Across the Age Range 5-16 Years。Children's learning in science project。Leeds, England：Centre for Studies in Science and Mathematics Education, University of Leeds。  new window
3.Bybee, R. W.(2002)。Scientific inquiry, student learning, and the science curriculum。Learning science and the science of learning。Arlington, VA：NSTA Press。  new window
4.Spitulnik, M. W.、Krajcik, J.、Soloway, E.(1999)。Construction of models to promote scientific understanding。Modeling and simulation in science and mathematics education。New York：Springer-Verlag。  new window
5.White, B. Y.、Schwarz, C. V.(1999)。Alternative approaches to using modeling and simulation tools for teaching science。Modeling and simulation in science and mathematics education。New York：Springer-Verlag New York, Inc.。  new window
6.American Association for the Advancement of Science(1993)。Benchmarks for science liter-acy。New York, NY：Oxford University press, Inc.。  new window
7.Johnson-Laird, Philip Nicholas(1983)。Mental Models: Towards a Cognitive Science of Language, Inference, and Consciousness。Cambridge, Massachusetts：Harvard University Press。  new window
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10.Buckley, B. C.,、Boulter, C. J.(2000)。Investigating the role of representations and expressed models in building mental models。Developing models in science education。Dordrecht, Netherlands：Kluwer。  new window
11.Boulter, C. J.(2000)。Language, models and modelling in the primary science classroom。Developing models in science education。Dordrecht, The Netherlands：Kluwer。  new window
其他
1.Environmental Literacy Council(2003)。chapter 3: Environmental education on the edge (draft)basis，http://www.fundee.org.， August 01, 2010。  new window
2.Wichmann, A.，Gottdenker, J.，Jonassen, D.，Milrad, M.(2007)。Scientific inquiry learning using computer supported experimentation，http://spaceplanting.coe.missouri.edu/doc/docs/ICCE_prediction-cycle.pdf.， November, 2, 2010。  new window
圖書論文
1.Gilbert, J. K.、Boulter, C. J.、Elmer, R.(2000)。Positioning models in science education and in design and technology education。Developing models in science education。Kluwer Academic。  new window
 
 
 
 
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