臺灣博碩士論文加值系統

模擬遊戲能提升學生的學習動機與對科學學習的態度，通過科學建模能幫助學生用質化或量化的方式預測或解釋模擬的現象，藉此解決模擬遊戲的任務問題，並在過程中轉變或者建立新的科學概念。然而缺乏活動引導將會造成將造成進入門檻過高，無法幫助學生有效透過這樣的方式學習，因此本研究設計引導學生在模擬遊戲中進行科學建模的問題解決學習活動，蒐集25名物理彈性選修課程的高一學生在一次活動中建立的科學模型、學習行為與表現以及對科學的觀點，藉由描述性的內容分析、行為頻率統計，以及監督式與非分監督式序列分析，從多種面向探討學生在活動中的行為表現、行為模式與概念的轉變，揭露學生在模擬遊戲學習活動中的學習歷程。多數學生達到遊戲任務要求，並且在延宕測驗上證實參與模擬遊戲中進行科學建模的學習活動能夠幫助科學概念的形成建立，以及概念的轉變；然部分學生在活動過程中遭遇了困難，透過了解學生在模擬遊戲活動、以及進一步探討學生在遊戲中展現的行為模式，顯示在活動中建立的初始科學模型型態與學生的活動後續表現，以及行為模式有緊密關聯。並且從學生們的行為模式類別中，發現過於依賴教材、低參與度，以及未能結合模擬提供資訊，是導致未能完成遊戲任務的可能原因。對於未來模擬遊戲中進行科學建模的學習活動，本研究也提供一些建議，包含在課堂上，對於初始科學模型建立不順利的學生，給予更多輔導和關心；在活動設計中，透過鷹架設計引導科學模型建立方向，以輔助遭遇困難的學生建立出能夠預測和解釋模擬現象以完成任務的科學模型，藉此轉變概念或建立新的科學概念。

The modeling-based learning with simulation games help students build scientific models in a contextualized environment. However, it’s still difficult for the novice students to learn with the complex simulation games without expert guidance. This study designed a learning activity based on a simulation game to guide students to construct their science models in simulation game. Participants were 25 students who are 10-th grade in a physics class. To understand how they learned in the simulation game, the models the students constructed, their performance and learning activities, as well as their conceptions of learning science and approaches to learning were collected. Content analysis and lag sequential analysis were applied to analyze the data. The result showed that most students were able to build a sound scientific model to solve the problem. Such a result indicates that the simulation game enhanced the students’ understanding of the problem. However, significant number of the students encountered difficulty in such modeling activity. This study thus applied supervised analysis to understand the factors influencing the students’ problem solving outcomes. The result found that whether students were able to link the reference material with the simulation game is a key factor influencing problem solving outcomes. Furthermore, this study applied unsupervised analysis to discover the hidden pattern that can not be seen by supervised analysis. The results reflects that those students simply relied on reference material in modeling activities tended not be able to solve problem through modeling. Therefore, this study suggested that educators need to apply some pedagogical scaffolding, for instance meta-cognitive scaffolding, in future design to guide these students to effectively learn through simulation games.

摘要 I
Abstract II
致謝 III
目錄 V
圖目錄 VII
表目錄 VIII
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 2
1.3 名詞解釋 3
1.3.1 科學模型(Scientific model) 3
1.3.2 科學建模(Scientific modelling) 3
1.3.3 電腦模擬(Computer Simulation) 3
1.3.4 滯後序列分析(Lag Sequential Analysis, LSA) 3
1.4 研究範圍與限制 4
1.5 論文架構 4
第二章 文獻探討 5
2.1 科學建模 5
2.2 科學模擬遊戲 6
2.3 滯後序列分析(Lag Sequential Analysis) 7
第三章 系統設計 10
3.1 系統架構與設計理念 10
3.2 系統介紹 11
3.2.1 電腦物理模擬(科學家) 12
3.2.2 科學學習活動(老師與學生) 13
3.2.3 學習分析(老師與研究者) 16
第四章 研究方法 22
4.1 研究流程 22
4.2 教學活動設計 23
4.3 實驗設計 26
4.4 研究對象 27
4.5 研究工具 27
4.5.1 CoSci平台 28
4.5.2 學習成效評量測驗 28
4.5.3 科學學習觀點問卷 29
4.6 資料蒐集 29
4.6.1 科學模型 30
4.6.2 模擬遊戲活動行為 30
4.6.3 學習表現 31
4.6.4 科學觀點 32
4.6.5 事後訪談 32
4.7 資料分析 32
4.7.1 科學模型 32
4.7.2 學習行為模式 32
4.7.3 學習表現 35
4.7.4 科學觀點 36
第五章 實驗結果與討論 37
5.1 模擬遊戲任務表現 37
5.2 科學建模結果 37
5.2.1 初始科學模型 38
5.2.2 修訂科學模型 39
5.2.3 初始與修正科學模型轉換圖 42
5.3 學習行為模式 44
5.3.1 模擬遊戲活動問題解決行為發生頻率比例分佈 44
5.3.2 模擬遊戲活動中建立科學模型行為發生頻率比例分佈 46
5.3.3 監督式學習行為轉移模式差異 49
5.3.4 非監督式學習行為轉移模式類型 51
5.4 科學學習觀點 60
5.4.1 科學學習的概念問卷(COLS) 60
5.4.2 科學學習的方法問卷(ALS) 62
5.5 事後訪談 64
5.6 學習成效 67
第六章 結論與建議 68
6.1 結論 68
6.2 未來建議 70
參考文獻 72
附錄A 學習成效前測測驗卷 79
附錄B 學習成效後測測驗卷 80
附錄C 延宕測試試卷 81
附錄D 科學學習的概念問卷 82
附錄E 科學學習的方法問卷 85

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