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題名：以科技為基礎之課室互動教學環境對於國中學生細胞分裂概念學習之影響
作者：楊凱悌
作者(外文)：Kai-Ti Yang
校院名稱：國立臺灣師範大學
系所名稱：科學教育研究所
指導教授：邱美虹
學位類別：博士
出版日期：2011
主題關鍵詞：細胞分裂；互動教學；互動式電子白板；學習環境；學習風格；科技輔助科學學習效益之三元決定論；cell division；interactive teaching；Interactive Whiteboard；learning environment；learning style；Triadic Determinism of the Effectiveness of Technology-enhanced Science Learning
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近年來，互動式電子白板(Interactive Whiteboard, IWB)整合白板與電腦間雙向互動操作以及多媒體整合呈現之創新，讓IWB融入教學成為各國政府之支持與推動的政策，我國亦於2006年起政策性推動IWB融入各級學校之教學；因此，本研究嘗試探究IWB融入國中細胞分裂主題之教學效益。本研究由文獻分析，依據細胞分裂主題之資訊融入教學的建議與IWB之教學應用的建議，並參考Richard E. Clark、Robert B. Kozma與Richard E. Mayer之論點，發展出「科技輔助科學學習效益之三元決定論：學習科技屬性、教學方法、學習者特質」以及「質量並重的研究方法可以釐清科技輔助科學學習的全貌」兩個論點作為本研究之立論基礎，發展以IWB為基礎之課室互動教學活動，並針對IWB融入國中細胞分裂主題教學之效益進行深入評估。
本研究採準實驗研究設計，將參與研究之國中一年級學生共107人，分為「傳統資訊融入教學組」(n=57)與「IWB融入教學組」(n=50)，「傳統資訊融入教學組」於傳統課室環境中應用Microsoft PowerPoint進行教學，「IWB融入教學組」則是於傳統課室環境中應用IWB進行教學。在教學進行前，先針對研究對象實施細胞分裂主題之總結性評量前測、細胞分裂之二階層診斷式測驗(Two-tier Diagnostic Test for Cell Division, TDTCD)前測與Kolb學習風格量表，以收集量化資料；接著進行為期一週的教學，在教學過程中，進行全程課室錄影，以收集質性資料；教學結束後，再實施細胞分裂主題之總結性評量後測、TDTCD問卷後測與建構式多媒體學習環境問卷(Constructivist Multimedia Learning Environment Survey, CMLES)，以蒐集量化資料。本研究針對蒐集到的質性與量化資料進行分析，結果發現：
一、相較於傳統資訊融入教學，學生在IWB融入國中細胞分裂主題教學之環境中進行學習，有較佳之學習效益與概念改變情形。
二、相較於傳統資訊融入教學，學生認為IWB融入國中細胞分裂主題之教學環境較符合建構式學習環境。
三、相較於傳統資訊融入教學，在IWB融入國中細胞分裂主題教學之環境中進行教學，師生互動模式偏向於教師減少講述教學而學生主動參與教學活動之情形增加。
四、不同學習風格學生於不同資訊融入教學模式下學習細胞分裂主題，其學習效益與概念改變具有差異。
1. 經驗攫取偏好為「具體經驗」之學生，在IWB融入細胞分裂主題教學環境之學習效益與概念改變情形，顯著優於傳統資訊融入教學環境。
2. 經驗攫取偏好為「抽象概念」之學生，在IWB融入教學與傳統資訊融入教學環境下學習細胞分裂主題，均能獲得相等之學習效益與概念改變情形。
3. 經驗轉換偏好為「主動實驗」之學生，在IWB融入教學與傳統資訊融入教學環境下學習細胞分裂主題，均能獲得相等之學習效益；但是在概念改變情形上，則以IWB融入教學環境下之概念改變情形顯著較傳統資訊融入教學佳。
4. 經驗轉換偏好為「省思觀察」之學生在IWB融入教學與傳統資訊融入教學環境下學習細胞分裂主題，能獲得相等之整體學習效益與概念改變情形。
五、不同學習風格學生於不同資訊融入教學模式下學習細胞分裂主題，其在CMLES問卷中呈現之對於學習環境的感受情形具有差異。經驗攫取偏好為「抽象概念」之學生，對於IWB融入教學環境之感受顯著較傳統資訊融入教學環境佳，特別是在「學習探究」、「學習思考」、「相關性」、「易用性」與「挑戰性」之學習感受上，經驗轉換偏好為「主動實驗」之學生，對於「學習探究」、「學習思考」與「挑戰性」的學習感受，顯著較傳統資訊融入教學環境來得正向，經驗攫取偏好為「具體經驗」與經驗轉換偏好為「省思觀察」之學生則對於兩種資訊融入教學環境有相同正向的學習感受。
六、不同學習風格個案學生於不同資訊融入教學模式下學習細胞分裂主題，其課程參與度具有差異。經驗攫取偏好為「具體經驗」與經驗轉換偏好為「主動實驗」之學生在IWB融入教學環境下有較高之參與度，經驗攫取偏好為「抽象概念」之學生在兩種資訊融入教學環境下均有高參與度，經驗轉換偏好為「省思觀察」之學生在兩種資訊融入教學環境下多有高參與度，但在「減數分裂之意義與過程」子概念之學習，以在IWB融入教學環境下之參與度較高。
In recent years, Interactive Whiteboard (IWB) triggers the innovation of combining the bi-directional interactive operation between whiteboards and computers with multi-media presentation, which makes many countries support and promote the policy of integrating IWB into teaching. Taiwan also launched the policy to promote integrating IWB into teaching in various levels of schools in 2006. This study tries to investigate the effectiveness of integrating IWB into teaching of the ‘cell division’ concept in junior high school Biology. Referring to related literature, this study concludes the suggestions for effective teaching of ‘cell division’ concept. This study also refers to the viewpoints proposed by Richard E. Clark, Robert B. Kozma and Richard E. Mayer to develop two statements as its own theoretical basis: ‘Triadic Determinism of the Effectiveness of Technology-enhanced Science Learning: Attributes of Learning Technology, Teaching Methods and Learner Characteristics’ and ‘Research Methodology Emphasizing Both Quality and Quantity can Help Clarify the Full View of Technology-enhanced Science Learning.’ Based on above, this study develops IWB-based classroom interaction teaching activities and evaluates its effectiveness of integrating IWB into the teaching of ‘cell division’ concept in junior high school.
This study adopts the quasi-experimental design. There are 107 junior high school first-graders participating in this research. They are divided into the ‘integrating traditional technology into teaching group (n=57)’ and the ‘integrating IWB into teaching group (n=50).’ Microsoft PowerPoint is used to teach those in the ‘integrating traditional technology into teaching group’ in traditional classroom. On the other hand, IWB is used to teach students in the ‘integrating IWB into teaching group’ in traditional classroom. Before instruction, quantitative data is collected by administering the pre-test of summative assessment for ‘cell division’, pre-test of two-tier diagnostic test for ‘cell division’ (TDTCD) and ‘Kolb’s Learning Style Scale’. During one-week instruction, qualitative data is collected by recording the classroom teaching activities. After instruction, quantitative data is collected by administering the post-test of summative assessment for ‘cell division’, post-test of TDTCD and ‘Constructivist Multimedia Learning Environment Survey (CMLES).’ This study analyzes the collected qualitative and quantitative data and the results are listed below:
1. Compared to the students learning in the environment of integrating traditional technology into teaching, those who learn in the environment of integrating IWB into teaching of the ‘cell division’ concept in junior high school have better effectiveness in learning and conceptual change.
2. Compared to integrating traditional technology into teaching, students think that integrating IWB into teaching of the ‘cell division’ concept in junior high school better fits into the constructivist learning environment.
3. Compared to integrating traditional technology into teaching, reduced teacher instruction and improved student active participation in teaching activities are more commonly observed in teacher-student interaction in the environment of integrating IWB into teaching of the ‘cell division’ concept in junior high school.
4. Students of different learning styles have different effectiveness in learning and conceptual change when learning the ‘cell division’ concept in different types of integrating technology into teaching.
(1). Students who prefer ‘concrete experience’ in grasping learning experience have significantly better effectiveness in learning and conceptual change when learning the ‘cell division’ concept in IWB-integrated teaching environment than in traditional technology-integrated environment.
(2). Students who prefer ‘abstract conception’ in grasping learning experience have similar effectiveness in learning and conceptual change when learning the ‘cell division’ concept in IWB-integrated teaching environment and in traditional technology integrated environment.
(3). Students who prefer ‘active experiencing’ in transforming learning experience have similar effectiveness in learning when learning the ‘cell division’ concept in IWB-integrated teaching environment and in traditional technology integrated environment. However, they have better effectiveness in conceptual change when learning in IWB-integrated teaching environment than in traditional technology integrated environment.
(4). Students who prefer ‘reflective observation’ in transforming learning experience have similar effectiveness in learning and conceptual change when learning the ‘cell division’ concept in IWB-integrated teaching environment and in traditional technology-integrated environment.
5. Students of different learning styles have different attitudes toward learning environment in the CMLES when learning the ‘cell division’ concept in different types of integrating technology into teaching. Students who prefer ‘abstract conception’ in grasping learning experience have significantly more positive attitudes toward IWB-integrated teaching environment, especially for ‘Learning to Investigate,’ ‘Learning to Think,’ ‘Relevance,’ ‘Ease to Use’ and ‘Challenge’ subscales, than toward traditional technology-integrated environment. Students who prefer ‘active experiencing’ in transforming learning experience have more positive attitudes toward IWB-integrated teaching environment in ‘Learning to Investigate,’ ‘Learning to Think’ and ‘Challenge’ subscales than toward traditional technology-integrated environment. Students who prefer ‘concrete experience’ in grasping learning experience and those who prefer ‘reflective observation’ in transforming learning experience have the same positive attitudes toward the two types of integrating technology into teaching.
6. Students of different learning styles have different levels of classroom participation when learning the ‘cell division’ concept in different types of integrating technology into teaching. Students who prefer ‘concrete experience’ in grasping learning experience and those who prefer ‘active experiencing’ in transforming learning experience have higher participation in the IWB-integrated teaching environment. Students who prefer ‘abstract concepts’ in grasping learning experience have high participation in the two types of integrating technology into teaching. Students who prefer ‘reflective observation’ in transforming learning experience also have high participation in the two types of integrating technology into teaching; however when learning the sub-concept of ‘meaning and process of meiosis,’ they have higher participation in the IWB-integrated teaching environment.
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