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研究生:吳雪菁
論文名稱:資訊科技融入教學對學生在電化電池概念改變之研究
指導教授:林煥祥林煥祥引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:化學系
學門:自然科學學門
學類:化學學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:120
中文關鍵詞:資訊科技融入教學迷思概念概念改變
相關次數:
  • 被引用被引用:33
  • 點閱點閱:727
  • 評分評分:
  • 下載下載:175
  • 收藏至我的研究室書目清單書目收藏:8
摘要
本研究發展「電化電池」單元的簡報軟體配合電腦動畫、概念圖之資訊科技融入教學方式,並探討學生在該教學實施前後「電化電池」相關概念改變情形及形成改變的原因。另外,本研究亦針對此種教學方式調查學生的學習感受及意見。
研究對象為國三學生一班共34人,在一般傳統板書教學後,接受開放問答題式的電化電池概念測驗卷前測及晤談,再施以簡報軟體配合電腦動畫、概念圖之教學,然後進行後測及晤談並填寫學習感受問卷。
結果顯示,電腦動畫教學有助於改變學生既有之電解質中有自由電子的迷思概念。但是後測卻比前測有更多學生具有「鹽橋內正離子往負極移動、負離子往正極移動」的迷思概念。由晤談得知,因為動畫雖可以清楚顯示溶液中各種離子的移動,但是各種離子同時移動,讓學生感覺到複雜而難以了解。另外,由晤談中發現經由簡報呈現專家概念圖教學,無法促進學生概念的了解,因為過多的連結讓學生覺得不易了解。不過,學生對於此種教學方式給予高度肯定,對於此種上課方式亦表喜歡,此種上課方式對於電化電池概念學習具有可行性與實用性。
The study of using computer technology in teaching on student conceptual change of electrochemical cell
Abstract
The purpose of this study is to investigate the effectiveness of using computer animations and concept map on the conceptual change of student understanding about electrochemical cell. In addition, student perceptions of using this teaching strategy were assessed.
Thirty-four ninth grade students participated in this study. After regular classroom teaching of the electrochemical cell topic, the students were pre-tested and interviewed for conceptual understanding on this topic. After implementing the self-developed computer animation and introducing the concept map, they were post-tested and interviewed again. Additionally, they were asked to respond a perception questionnaire.
It appeared that computer animation is capable of decreasing student misconception of “ Electron travel through the electrolyte and salt bridge ”. However, more students were found in the post-tested to possess the misconception of “ Cations in the salt bridge swim to anode while anions swim to cathode ” than the number of students in the pre-tested. The interviewed result revealed that despite that computer animation is capable of showing the movement of ions, students were confused by the large amount of ions movement at one time. In addition, the teacher-generated concept failed to promote student conceptual understanding. They felt the linkages were too complicated. Nevertheless, students expressed their interest in computer animations. In the future, this teaching strategy could be developed as a feasible and practical way of teaching in classrooms.
目次
目次 — — — — — — — — — — — — — — — — — — — — — — — — — — — — i
圖次 — — — — — — — — — — — — — — — — — — — — — — — — — — — — iii
表次 — — — — — — — — — — — — — — — — — — — — — — — — — — — — iv
附錄次 — — — — — — — — — — — — — — — — — — — — — — — — — — — v
中文摘要 — — — — — — — — — — — — — — — — — — — — — — — — — — vi
英文摘要 — — — — — — — — — — — — — — — — — — — — — — — — — — vii
第一章 緒論
第一節 研究動機 — — — — — — — — — — — — — — — — — — — — — 1
第二節 研究目的與研究問題 — — — — — — — — — — — — — — — 5
第三節 重要名詞界定— — — — — — — — — — — — — — — — — — — 6
第二章 文獻探討
第一節 有意義的學習— — — — — — — — — — — — — — — — — — — 8
第二節 迷思概念與概念改變— — — — — — — — — — — — — — — —11
第三節 概念圖及其在教學上的應用 — — — — — — — — — — — —20
第四節 資訊科技融入教學的相關研究 — — — — — — — — — — —27
第五節 電解質與電化電池的相關研究 — — — — — — — — — — —33
第三章 研究方法
第一節 研究設計 — — — — — — — — — — — — — — — — — — — — —38
第二節 研究工具 — — — — — — — — — — — — — — — — — — — — —44
第三節 實施過程 — — — — — — — — — — — — — — — — — — — — —59
第四節 資料的收集與分析— — — — — — — — — — — — — — — — —62
第四章 研究結果— — — — — — — — — — — — — — — — — — — — — — —64
第五章 結果討論與建議
第一節 重要研究結果與討論— — — — — — — — — — — — — — — 90
第二節 在科學上的意義與建議 — — — — — — — — — — — — — —95
第三節 研究限制及未來研究之建議— — — — — — — — — — — — 97
參考文獻
中文部分— — — — — — — — — — — — — — — — — — — — — — — — — —98
英文部分— — — — — — — — — — — — — — — — — — — — — — — — — —101
附錄— — — — — — — — — — — — — — — — — — — — — — — — — — — — — —107
圖次
圖2-1 概念構圖之建構過程的概念圖 — — — — — — — — — — — 23
圖3-1 研究流程圖— — — — — — — — — — — — — — — — — — — — — 43
圖3-2 資訊科技融入教學之簡報及動畫發展圖— — — — — — — 50
圖3-3 簡報畫面之一例:課程目錄— — — — — — — — — — — — — 54
圖3-4 動畫畫面之一例:電化電池的放電原理— — — — — — — 56
圖3-5 電化電池概念圖 — — — — — — — — — — — — — — — — — — 57
圖4-1 S33所繪電子離子分佈圖— — — — — — — — — — — — — — 70
圖4-2 S6所繪電子離子分佈圖 — — — — — — — — — — — — — — 70
圖4-3 取自現行理化課本第三冊P94圖14-5 — — — — — — — 74
圖4-4 S16所繪電子離子分佈圖 — — — — — — — — — — — — — — 74
圖4-5 學習感受問卷第1題人數百分比分佈圖— — — — — — — 82
圖4-6 學習感受問卷第2題人數百分比分佈圖— — — — — — — 82
圖4-7 學習感受問卷第3題人數百分比分佈圖— — — — — — — 83
圖4-8 學習感受問卷第4題人數百分比分佈圖— — — — — — — 83
圖4-9 學習感受問卷第5題人數百分比分佈圖— — — — — — — 84
圖4-10 學習感受問卷第6題人數百分比分佈圖 — — — — — — 85
圖4-11 學習感受問卷第7題人數百分比分佈圖 — — — — — — 86
圖4-12 學習感受問卷第8題人數百分比分佈圖 — — — — — — 87
圖4-13 學習感受問卷第9題人數百分比分佈圖 — — — — — — 88
表次
表3-1 教學簡報內容說明— — — — — — — — — — — — — — — — — — 55
表3-2 動畫名稱及動畫內容說明 — — — — — — — — — — — — — — 57
表4-1前測答題人數狀況表— — — — — — — — — — — — — — — — — 66
表4-2前測迷思概念類型人數狀況表 — — — — — — — — — — — — 71
表4-3前、後測答題人數狀況表 — — — — — — — — — — — — — — 72
表4-4前、後測迷思概念人數狀況表 — — — — — — — — — — — — 76
附錄次
附錄一 電化電池概念測驗卷— — — — — — — — — — — — — — — — — —107
附錄二 教學簡報及動畫畫面— — — — — — — — — — — — — — — — — —110
附錄三 電化電池概念學習感受問卷 — — — — — — — — — — — — — —120
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