遊戲元素在主題式教學的運用及成效－以認識校園植物為例

Abstract

文獻指出運用遊戲式的學習活動，學生會更有興趣、認真的學習在遊戲中所需應用的知識。本研究旨在探討於主題式教學中融入遊戲元素，對於七年級學生植物概念的學習成效，以及科學相關態度的提升。本研究以新北市某市立國中七年級學生，暑期課程科學課共八個班級121人為研究對象，進行兩週的遊戲教學。研究者首先分析國民小學自然科課程中涵括的植物概念，再擴展至國民中學生物課程中的植物相關知識，設計及進行遊戲課程內容。本研究的研究問題包括：學生透過遊戲元素在主題式教學中的學習成效？學生透過遊戲元素在主題式教學中的科學相關態度？不同成就學生透過遊戲元素在主題式教學中的學習成效？不同成就學生透過遊戲元素在主題式教學中的科學相關態度？本研究總共進行兩節半的教學活動，研究資料來源包含植物概念測驗、科學相關態度量表等量化資料，採用相依樣本t檢定（t-test）及變異數分析（ANOVA）來分析資料。研究結果發現遊戲元素在主題式教學中可以提升學生植物概念學習，不同學習成就學生透過遊戲元素在主題式教學中學習成效亦達顯著差異，高學習成就學生學習成效優於中學習成就學生學習成效優於低學習成就學生學習成效，而植物概念測驗在記憶、了解與批判三個不同面向成績差異達顯著，不同學習成就學生植物概念進步成績亦達顯著差異，低成就學生學習與高成就學生學習間進步幅度有顯著差異，又以低成就學生學習成效進步最多。研究也發現學生透過遊戲元素在主題式教學中科學相關態度改變未達顯著差異，學生在科學相關態度中的兩個面向－科學課的喜愛、科學相關的休閒興趣亦未達顯著差異，但不同學習成就學生科學相關態度進步成績達顯著差異，以LSD描述時高學習成就學生科學相關態度與低學習成就學生科學相關態度進步達顯著差異，又以高學習成就學生學習成效進步最多。Many papers point out that game-based learning activities can make students have more interest, and be more concentrated on learning. The main purposes of this study was to discover, by adding game elements to thematic instruction, which effects would this have on participants toward learning about plant related concepts, and what effects this would have on their attitude towards science. The subjects were 121 seventh grade students who attended a two week game-based teaching summer science course from one school in New Taipei City. Researchers analyzed plant-related learning concepts in both elementary and junior schools, and used all these concepts to design games. In this study, the researcher would like to know: a. Would students’ achievements in learning plants-related concepts be changed when game elements were added to thematic instruction? b. Would students’ attitudes toward science be changed, by adding game elements to thematic instruction? c. Would different achieving students’ achievements in learning plants related concepts change, by adding game elements to thematic instruction? d. Would different achieving students attitudes toward science, and learning plant-related concepts, would be changed by adding game elements to thematic instruction? The research instruments used in this study included 〝The Plants-related Concepts Test〞and items from 〝Test of Science Related Attitudes (TOSRA)〞. The data was analyzed by paired t test and analysis of variance (ANOVA). The major finding in this study was that adding game elements to thematic instruction when learning can enhance students ability to learn about plant-related concepts. Different achieving students’ measures on the Plants-Related Concepts were also enhanced. Low achievement students’ plants-related concept learning progressed more than high achieving students. Overall students’ attitudes toward science were not significantly changed, however, according to LSD, high achieving students progressed much more than low achieving students.