科學本質桌上遊戲之設計與成效

Abstract

研究旨在探討科學本質桌上遊戲設計與成效，結合自製的手機程式以及自製科學本質桌上遊戲，進行為期一週兩堂課的科學本質桌上遊戲課程，讓學生擔任科學家，體驗從西元前5世紀至西元16世紀的科學發展，探討學生科學本質觀變化之研究。研究對象為臺北市某高級中學學生，共計149人進行科學本質桌上遊戲課程學習，於課程前及課程後分別進行前測、桌上遊戲教學實施以及後測，學生為同所高級中學，進行教學實驗的班級來自相同條後件下母群體之研究對象。研究對象接受科學本質桌上遊戲課程，進行前後側分析，發現其科學本質觀中「創造性」面向的學習呈現正向顯著差異，其餘「暫時性」、「經驗性」、「理論負載性」及「社會文化影響」四個面向均無顯著差異。由此可知藉由科學本質桌上遊戲課程可以增加學生科學本質觀中「創造性」面向的學習。This study aims to discuss the design and effectiveness of board games about Nature of Science.Researchers design a board game about Nature of Science and app about board game. And, the students learn the class about board game on two hours one week. The students play as the scientists to experience process of science in the fifth century BC to sixteenth Century. The Subjects were students of senior high school in Taipei. The number of the subjects is 149. They were tested about pre-tested, board games class, post-test, and students were taught in the same senior high school.The subjects received the class about board game,and their"Creativity" aspect of Nature of Science is postive significance. But, the other aspects of Nature of Science ("Tentative", "Empirically based", "Theory-laden", "Socially and culturally embedded") are nonsignificance. The students can experience the development of the history of science by mechanism of this board game. From the previous discussion, it can be seen that the board game about Nature of Science increase "Creativity" aspect of Nature of Science .