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研究生: 陳裕隆
Chen Yu-Lung
論文名稱: 融入問題引導策略的模擬式學習環境之應用成效與學習歷程研究
Exploring the learning effects and behavioral patterns in a simulation-based learning environment incorporated with question-guided learning support
指導教授: 張國恩
Chang, Kuo-En
宋曜廷
Sung, Yao-Ting
學位類別: 博士
Doctor
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2014
畢業學年度: 102
語文別: 中文
論文頁數: 137
中文關鍵詞: 模擬式學習視覺化問題引導迷思概念概念改變
英文關鍵詞: Simulation-based learning, Visualization, Question-guided, Misconception, Conceptual change
論文種類: 學術論文
相關次數: 點閱:174下載:17
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  • 回顧過去20年來的應用發展情形,電腦模擬實具有深厚的潛力成為促進互動、觀察與概念反思的學習工具。本研究所發展的「問題引導式模擬學習環境」,一方面藉由兼具視覺化表徵觀察與實驗參數操弄的學習環境,發揮電腦模擬對於抽象或微觀概念的具象化觀察優勢,幫助學習者解決電子學二極體單元的學習困難;另一方面則改善過去學習支援策略不足之處,融入問題引導策略引領學習者藉由互動的操作與觀察引發認知覺察與反思,達成澄清電子學二極體單元迷思概念的目標。除此之外為瞭解問題引導策略對於學習活動的影響情形,本研究將同時進行學習行為模式的分析與探討。
    經由實徵驗證,結果發現融入問題引導策略之「問題引導式模擬學習環境」對於電子學二極體單元概念的學習成效與迷思概念的修正成效均顯著優於未融入問題引導策略者,顯示「問題引導策略」確實有助於提升模擬式學習環境的應用成效。學習行為模式分析結果發現從模擬操作活動的學習行為模式中,確可顯示出問題引導機制具有引導學習者進行概念學習活動的效果。根據問卷調查分析結果,顯示超過70%的學生肯定「問題引導式模擬學習環境」可幫助他們提升學習成效、增進學習興趣及澄清迷思概念。

    Two decades in retrospect, many researches have been studying how to improve learning performance through computer simulation. Computer simulation has significant potential as a supplementary tool for conceptual reflection and interactive learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a simulation-based learning environment that incorporates question-guided strategies to explore the effects on correcting misconceptions and improving learning performance. The learning environment helps learner to understand complex and abstract concepts through observing external representations and exploring concept models. On the other hand, the question-quided learning support of learning environment helps learner to correct misconceptions on diodes through constructing scenarios that conflict with existing knowledge structures. Furthermore, an analysis of the learning behavioral patterns was conducted to verify and clarify the effects of question-guided strategy.
    The empirical results indicate that the system significantly corrects participants’ misconceptions on diodes and improves learning performance. This study shows that question-quided strategies could enhance the learning outcomes effectively. The analysis of the learning behavioral patterns revealed that the use of question-quided strategies to enhance the learning support in simulation-based environment is crucial to supporting the conceptual learning activities. With the questionnaire findings, we found that more than 70% of the learners in the experimental group stated that the question-quided learning environment helped to improve their learning performance, increase their interest in electronics, and correct their misconceptions on diodes.

    附表目錄 …………………………………………………………VII 附圖目錄 …………………………………………………………VIII 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 7 第三節 研究範圍與限制 7 第四節 名詞釋義 9 第二章 文獻探討 11 第一節 學習理論 11 2.1.1 建構式學習 11 2.1.2 情境學習 13 2.1.3 發現式學習 14 第二節 學習策略 16 2.2.1 問題解決策略 17 2.2.2 概念改變策略 18 第三節 模擬式教學與學習 21 2.3.1 電腦模擬 21 2.3.2 模擬式教學與學習 22 2.3.3 模擬式教學應用實例 27 第四節 迷思概念 30 2.4.1 迷思概念的來源 31 2.4.2 迷思概念診斷方式 32 2.4.3 電學的迷思概念 35 第五節 序列分析 36 第三章 系統架構與功能 38 第一節 設計理念 38 第二節 系統架構 39 第三節 系統功能 42 3.3.1 概念學習活動 43 3.3.2 模擬操作活動 46 3.3.3 概念釐清活動 49 第四節 學習內容 54 第五節 迷思概念 55 第四章 研究方法 59 第一節 實驗對象 59 第二節 實驗設計 60 第三節 實驗工具 61 第四節 實驗程序 68 第五章 結果與討論 70 第一節 二極體概念學習成效分析 70 第二節 二極體迷思概念矯正成果分析 72 第三節 學習行為模式分析 76 第四節 學生態度問卷 81 第五節 討論 88 第六章 結論與建議 93 第一節 結論 93 第二節 未來研究建議 95 參考文獻 97 附錄一 …………………………………………………………..……114 附錄二 ………………………………………………………………..119 附錄三 ………………………………………………………………..124 附錄四 ………………………………………………………………..135 附表目錄 表3-1 各單元概念學習內容 …………………………………….………………. 57 表3-2 二極體電路單元相關概念內容…………………………………...………. 58 表3-3 學習二極體單元時可能存有的迷思概念 ……………………………….. 60 表4-1 實驗變項 ………………………………………………………………….. 60 表4-2 實驗設計架構 …………………………………………………………….. 61 表4-3 前測試題與概念主題對應表 …………………………………………….. 62 表4-4 後測試題與概念主題對應表 …………………………………………….. 63 表4-5 前後測各單元題目對照一覽表 ………………………………………….. 64 表 4-6 模擬學習行為編碼方案 ……………………………………………..…... 67 表 4-7 問卷題目內容分布 ………………………………………………………. 68 表 5-1 二極體成就測驗前後測的分數摘要表 …………………………….…… 71 表5-2 「二極體成就測驗」迴歸係數同質性考驗摘要表 …………………….. 71 表5-3 「二極體成就測驗」共變數分析摘要表 ……………………………….. 72 表5-4 二極體診斷測驗前、後測的迷思概念個數摘要表 …………………….. 73 表5-5 「二極體診斷測驗」迷思概念個數的迴歸係數同質性考驗摘要表 ….. 73 表5-6 「二極體診斷測驗」迷思概念個數的共變數分析摘要表 …………….. 74 表5-7 實驗組_透過教學後矯正迷思概念的人數比例 ………………………… 75 表5-8 實驗組態度問卷五點量表百分比統計表 ……………………………….. 80 附圖目錄 圖3-1 系統功能模組 …………………………………………………………… 43 圖3-2 模擬學習活動架構 ……………………………………………………… 44 圖3-3 系統架構圖 ……………………………………………………………… 45 圖3-4系統功能架構 ……………………………………………………………. 46 圖3-5 概念學習活動(具象化觀察) …………………………………………….. 47 圖3-6 概念學習活動(現象與圖表對照觀察) ………………………………….. 48 圖3-7 概念學習活動(元件功能說明) ………………………………………….. 49 圖3-8 模擬操作活動(操作說明畫面) ………………………………………….. 50 圖3-9 模擬操作活動(調整實驗參數) ………………………………………….. 50 圖3-10 模擬操作活動(觀察輸出結果) ………………………………………… 51 圖3-11 模擬操作活動(觀察負載電阻對漣波電壓的影響) …………………… 52 圖3-12 概念釐清活動(核心概念問題填答) …………………………………… 53 圖3-13 概念釐清活動(觀察齊納二極體未崩潰時流經的電流) ……………… 53 圖3-14概念釐清活動(觀察齊納二極體崩潰時流經的電流) …………………. 54 圖3-15 概念釐清活動(觀察齊納二極體崩潰時,負載電阻流經的電流) …… 55 圖3-16 概念釐清活動(更正迷思概念) ………………………………………… 55 圖3-17 概念釐清活動(強化概念理解) ………………………………………… 56 圖 4-1 實驗程序 ……………………………………………………………… 69 圖 5-1 概念學習行為模式 …………………………………………………….. 77 圖 5-2 模擬操作行為模式 …………………………………………………….. 78

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