互動式數位教材對國小高年級學生細胞分裂概念學習之影響

Abstract

本研究旨在設計一款針對國小高年級細胞分裂概念的互動式數位教材，以探討國小高年級學生使用細胞分裂數位教材學習細胞分裂概念的學習成效、學習態度及對互動式數位教材設計的滿意度。 研究採單組準實驗設計。研究對象為屏東縣某國小五、六年級56名學生及高雄市三民區某國小高年級27名學生。所有研究參與者實驗前皆無學習「細胞分裂概念」的經驗。整個實驗處理120分鐘，實驗流程包含前測、互動式數位教材操作、教師教室觀察表填寫、第一次後測、學生問卷填寫、實驗後對部分學生進行訪談，以及實驗兩週後之第二次後測測驗。 研究結果顯示，屏東縣某國小五、六年級前測及第一次後測之平均成績有進步，並達顯著差異，但第一次後測與實驗兩週後之第二次後測成績，在統計上則無顯著差異；高雄市三民區某國小六年級前測與第一次後測之平均成績有進步，但無顯著差異，而第一次後測與第二次後測之成績雖然有進步，但在統計上亦無顯著差異。學生問卷的結果顯示，多數學生對使用「細胞分裂小教室」數位教材學習細胞分裂概念持有正向態度，且對「細胞分裂小教室」數位教材滿意度皆給予正向的回饋。The purpose of this research was to develop a interactive digital material focusing on concepts of cell division, to examine its impact on elementary students’ concepts of cell division, and to investigate students’ learning attitudes and the satisfaction toward the interactive digital material. A single set of quasi-experimental design was applied. Participants are 56 senior grades students in Pingtung and 27 senior grades students in Kaohsiung. Neither of the students has any prior knowledge about concepts of cell division. All participants have the experimental treatment for 120 minutes. Research instruments included a cell division interactive digital material, two kinds of achievement tests, a student questionnaire, a teacher questionnaire. After the experiment, some students were interviewed. The research results indicate that the performance scores of students at the Pingtung city have significant improvement on the achievement tests, but after two weeks, there is no significant improvement; the performance scores of students at the Kaohsiung city have no significant improvement. The result of student questionnaire indicates that most students have positive attitude toward cell division concepts learning after operating the cell division interactive digital material, and satisfied with the cell division interactive digital material.