國中學生傳播科技概念診斷工具之發展
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2007
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Abstract
在二十一世界裡，傳播科技產品與人類的生活息息相關，因此瞭解傳播科技的運作原理以及對社會的影響，實為科技教育中十分重要的一環。然而若在科技變動如此快速的時代中，追逐科技的變化，則教材的變動性會較頻繁，在內容的取捨上也較為困難。因此，採用概念式的教學方法，則教學上就較不會受到科技變動的影響，不斷地調整其教學內容。本研究旨在發展一套二階層傳播科技概念的概念診斷工具，以便能探究國中學生的傳播科技概念的認知情況。
本研究透過文獻探討定義出傳播科技概念的範圍以及修改Treagust二階層診斷工具之發展步驟，選取國中學生八年級三個班級共109人，作為資料蒐集的對象，發展二階層傳播科技概念診斷工具。工具發展完成之後並利用四個班級的學生共141人，進行傳播科技概念的診斷。本研究結論如下：
(1) 國中自然與生活科技教科書中，各版本關於傳播科技概念的分配比例不同。總合來看，編碼與解碼的比例較高、傳送與接收次之、儲存與讀取的比例最低。
(2) 本診斷工具使用兩個階層來診斷學生的傳播科技概念，此診斷工具共計九大題包含十八小題，包含編碼與解碼、傳送與接收、儲存與讀取等三層面各三大題。
(3) 學生在傳播科技概念的平均答對比例未達三分之一，顯示學生對於傳播科技概念並沒有十分瞭解。然而學生會因為對題目中所提到的傳播科技產品較為熟悉如：電視、CD音樂光碟，而有較高的答對比例。
The study is to develop a two- tiered diagnostic test to investigate the junior high school students’ concept in communication technology. The diagnostic test was developed following three stages which included ten steps proposed by Treagust’s(1988) study. In order to collect students’ concepts in communication technology, there were 109 eighth grades junior high school students participated in the study. Finally, after analyzing stuednts’ response, the two-tired diagnostic test was developed. There were another 141 eighth-grade junior high school students participated to diagnosis their concept of communication technology. The conclusions were follows: (1) The conceptual proportion of communication technology is different in three different science and living technology text book. The content in coding / decoding occupies the highest propotion, then transmitting / receiving and storing / retrieving. (2) The diagnostic test can be used to diagosis students’ concept. This diagnostic test includes nine two-tiered multiple choice questions and related to coding / decoding, transmitting / receiving, and storing / retrieving. (3) The average correct answer rate in the test was less than one-third. This indicates that students don’t realize the concept of communication technology clearly. Students had higher correct answers rate in some questions which contain technology that are often used, such as TV, CD, etc.
The study is to develop a two- tiered diagnostic test to investigate the junior high school students’ concept in communication technology. The diagnostic test was developed following three stages which included ten steps proposed by Treagust’s(1988) study. In order to collect students’ concepts in communication technology, there were 109 eighth grades junior high school students participated in the study. Finally, after analyzing stuednts’ response, the two-tired diagnostic test was developed. There were another 141 eighth-grade junior high school students participated to diagnosis their concept of communication technology. The conclusions were follows: (1) The conceptual proportion of communication technology is different in three different science and living technology text book. The content in coding / decoding occupies the highest propotion, then transmitting / receiving and storing / retrieving. (2) The diagnostic test can be used to diagosis students’ concept. This diagnostic test includes nine two-tiered multiple choice questions and related to coding / decoding, transmitting / receiving, and storing / retrieving. (3) The average correct answer rate in the test was less than one-third. This indicates that students don’t realize the concept of communication technology clearly. Students had higher correct answers rate in some questions which contain technology that are often used, such as TV, CD, etc.
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傳播科技, 概念, 二階層診斷工具, Communication technology, Cocept, Two- tiered diagnostic test