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研究生:李敏瑄
研究生(外文):Lee, Min-Hsuan
論文名稱:基於建模之科學運算課程設計與評估
論文名稱(外文):The Design and Implementation of Computational Science Instruction Based on Modelling
指導教授:林育慈林育慈引用關係
指導教授(外文):Lin, Yu-Tzu
口試委員:吳正己張凌倩林育慈
口試日期:2021-07-26
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2021
畢業學年度:109
語文別:中文
論文頁數:75
中文關鍵詞:STEM科學運算建模教學程式設計教學
外文關鍵詞:STEMComputational ScienceModeling-based InstructionProgramming Instruction
相關次數:
  • 被引用被引用:0
  • 點閱點閱:81
  • 評分評分:
  • 下載下載:8
  • 收藏至我的研究室書目清單書目收藏:1
本研究的目的是探討基於建模的科學運算課程是否能提升學生的科學問題解決能力、建模品質與學習態度之成效。因此開發了科學與程式設計教材。另外,為了探討基於建模的教學與傳統講述式教學的對學生的影響,所以開發科學程式設計建模輔助平台,在這個平台中有相對應的程式設計建模歷程(現象描述、資料建模、流程建模、程式化以及觀察與除錯)之功能。實驗組學生在利用程式解決科學問題前,必須到此平台回答與科學問題相關的引導題目後才能開始編寫程式進行解題。本研究的實驗結果發現:
一、 實驗組之低先備能力組學生在歷經基於建模的科學算課程後,其科學問題解決能力,與控制組低先備能力組學生相比有較大的進步幅度。這代表了建模教學有助於課前科學問題解決能力與程式能力較差的學生提升他們的科學問題解決能力。
二、 實驗組學生在經歷基於建模的科學算課程後,其建模品質之進步幅度與控制組學生相比有較大的進步。另外,實驗組之低先備能力組學生的建模品質之進步幅度與控制組低先備能力組學生相比是有顯著差異的。但實驗組高先備能力組學生與控制組高先備能力組學生之建模品質並無差異。這表示建模教學有助於學生提升他們的建模品質。
三、 在學習態度上,實驗組與控制組學生的進步幅度並無差異。但在態度問卷後測中的開放是問答題和半結構式訪談中實驗組學生對於課程較高的評價。
本次研究可以給與後續欲發展科學運算課程與建模教學的研究者做為參考。
This study aims to develop a modelling-based programming instruction for science majors and explore its effectiveness on learning. A modelling-based learning platform was also developed to assist students in solving scientific problems by programming. Students were guided by five steps: phenomenon description, data modelling, algorithmic modelling, coding, and debugging. An empirical study was conducted to examine the effectiveness of the modelling-based programming instruction by comparing students’ learning outcomes (including computational science problem solving abilities, modelling qualities, and learning attitude) when in the proposed methodology with the traditional methodology. The research findings are as follows:
1. The students with lower performance in the pre-test of science and programing in the experimental group had greater improvement in computational science problem solving abilities, than those in the control group.
2. The experimental group had greater improvement in data modelling and algorithmic modelling than the control group. And the students with lower performance in the pre-test of science and programing the experimental group had greater improvement in phenomenon description, data modelling, and algorithmic modelling than those in the control group. But there was no difference in modelling qualities between the students with higher performance in the pre-test of science and programing in the experimental group and those in the control group.
3. Regarding learning attitude, there was no difference between the experimental group and the control group based on the statistical results. However, the experimental group showed more positive attitude toward the instruction in the questionnaire and interview results.
摘要 I
Abstract II
誌謝 IV
目錄 V
表目錄 VII
圖目錄 IX

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 名詞釋義 4

第二章 文獻探討 6
第一節 運算思維 6
第二節 科學問題解決 9
第三節 建模教學 11
第四節 STEM教育 12

第三章 研究方法 13
第一節 研究架構與流程 13
第二節 研究實驗參與者 17
第三節 研究工具 18
第四節 資料蒐集與分析 26

第四章 分析結果與討論 29
第一節 基於建模的科學運算課程對學習的影響 29
第二節 基於建模的科學運算課程對不同程式先備能力學生學習之影響 33
第三節 基於建模的科學運算課程對不同科學先備能力學生學習之影響 39
第四節 討論 45

第五章 結論與建議 55
第一節 結論 55
第二節 建議 58

參考文獻 59
附錄一 科學問題解決能力測驗 70
附錄二 學習態度問卷 74
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中文部分
洪振方, 莊敏雄, & 宋國城. (2011). 建模教學對國小學童的模型認知及地質概念理解之影響. 科學教育學刊, 19(4), 309-333.
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