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研究生:王駿佾
研究生(外文):June-Yi, Wang
論文名稱:視覺動作統整能力、空間能力在不同科技使用下對高一學生運動力學概念學習成效之影響
論文名稱(外文):The influence of visual-motor integration and spatial ability on mechanics concept learning of tenth grade student with different technology usage.
指導教授:吳心楷吳心楷引用關係
指導教授(外文):Hsin-Kai, Wu
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:120
中文關鍵詞:科技使用視覺動作統整能力空間能力另有概念
外文關鍵詞:technology usagevisual-motor integrationspatial abilityalternative concept
相關次數:
  • 被引用被引用:3
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  • 下載下載:22
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本研究主要探討不同科技使用、視覺動作統整能力、空間能力對學生運動力學中之拋體運動整體、記憶認知層次、高階認知層次(理解、應用、分析)之概念學習成效的影響。研究參與者為211名私立高一學生,並依班級分為電腦組(使用電腦)、觸控組(使用平板電腦)、動感組(使用平板電腦及其重力加速度感測器)。研究資料來源為拋體運動概念評量,內容包含單選題、複選題與開放式問答題。研究結果顯示科技使用不同對整體拋體運動概念學習成效沒有顯著影響,但觸控組、動感組之另有概念減少幅度比電腦組大。且在記憶認知層次電腦組概念學習成效優於觸控組與動感組,在高階認知層次觸控組與動感組概念學習成效優於電腦組。視覺動作統整能力雖對於高階認知層次有顯著影響,但此影響不會因為科技使用組別的不同而有所差異。反之對於空間能力而言,電腦組相較觸控組與動感組可能會使高空間能力學生於記憶層次的概念學習成效較出色,但也可能使低空間能力學生於高階層次的概念學習成效有限,即以平板電腦為載具之科技使用可能會減低空間能力對學習成效的影響。
綜合上述結果,整體而言此單元之教學以使用平板電腦搭配觸控功能但不使用重力加速度感測器特性,學生學習效果可能較佳。且不同科技使用的學習成效會依據不同教學目標類型或不同空間能力學生而有所不同,但不受視覺動作統整能力之影響。

This study identified the influence of different technology usage, visual-motor integration, and spatial ability on projectile motion concept learning, including cognitive levels of remember and advanced, in mechanics. 211 tenth grade students at a private senior high school in Taiwan divided into 3 groups (Computer group, Touch group, and Kinetic group) and participated in the 90-minute instructional lesson. Data collected from self-developed projectile motion assessment. The result of this study indicated that the concept learning effectiveness had no significant differences between technology usage groups. Although, students of Touch group and Kinetic group had more reduction of alternative concepts than Computer group. At the remember cognitive level, concept learning effectiveness of Computer group was better than Touch group and Kinetic group, but Touch group and Kinetic group were better than Computer group at the advanced cognitive level on the contrary. Visual-motor integration significantly influences concept learning effectiveness at the advanced cognitive level, but this influence does not vary with the different group. As far as spatial ability is concerned, high spatial ability students of Computer group had more concept learning effectiveness than the high spatial ability students of other groups. Also, low spatial ability students of Computer group had less concept learning effectiveness than the low spatial ability students of other groups.
In conclusion, concept learning of this projectile motion unit would be promising with using tablet PC’s characteristic of touching and excluding gravity acceleration sensors. And, concept learning effectiveness with different technology usage might vary with instruction objective and spatial ability of students but does not vary with visual-motor integration.

第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的與問題 3
第三節 研究範圍與限制 4
第四節 名詞界定 5
第二章 文獻探討 6
第一節 科技使用方式與物理學習 6
第二節 視覺動作統整能力 16
第三節 空間能力與物理學習 21
第四節 拋體運動常見之另有概念 26
第三章 研究方法 29
第一節 科技使用與教學設計 29
第二節 研究對象 40
第三節 研究流程與設計 41
第四節 研究工具 43
第五節 資料收集與分析 51
第四章 研究結果 55
第一節 學生於教學前後的概念理解差異 55
第二節 科技使用、視覺動作統整能力、空間能力對整體學習成效之影響 60
第三節 科技使用、視覺動作統整能力、空間能力對記憶層次與高階層次概念學習成效之影響 73
第五章 結論與建議 89
第一節 結論 89
第二節 討論 92
第三節 建議與未來研究方向 98
參考文獻 101
附錄 110

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