輔以科學寫作之資訊融入教學對學生學習光學單元成效研究

Abstract

本研究主要探討在「光學」單元中，輔以科學寫作之資訊融入教學對學生學習成效造成的影響，並藉問卷了解學生對於資訊融入教學的學習態度。 八十八位桃園縣立國民中學國三學生參與本研究，選取其中44人為實驗組，施以資訊融入教學，並實施科學寫作。其他44人為對照組，施以資訊融入教學，並讓學生在課堂中互相討論。 研究工具為光學學習成就測驗卷、學習態度問卷以及科學寫作學習單，收集學生在資訊融入教學時輔以科學寫作的學習成效及科學學習情形。 所得資料以系統功能語法進行及物性分析，以Pearson 相關、t檢定等統計方法分析量化資料。研究結果顯示： 一、 輔以科學寫作之實驗組對於光學的學習效果比沒有輔以科學寫作之對照組效果佳，達顯著差異。 二、 學生對於問卷中之「學習的幫助性」、「學習到課本以外的東西」以及「學習動機」等三向度上，持正面態度。 三、 在科學寫作的分析中，學生的國文背景、自然背景、光學成績與科學寫作的內容、深度及廣度上都有相關，代表科學寫作也可以作為一種評量的工具，及幫助了解學生的想法和概念。

This study aims to explore the effects of applying science writing in information technology teaching model on the optics unit, and to investigate the students’ learning attitude towards the integration of information technology into optics learning. A Quasi-experimental was designed. Both the experimental and the control group were administered the “learning optics with information technology” teaching, where the former was asked to accomplish science writing during the instruction, while the latter was encouraged to discuss with their classmates only. Students’ performance on optics test and responses of “Attitudes towards the Integration of Information Technology into Teaching” (AIITT) were collected. The texts of science writing were proceeded with of the transitivity analyses in terms of the Systemic Functional Linguistics, and the relations between science writing and learning achievement were analyzed statistically. The major findings were as followings: 1. The experimental group performed better than the control group in the achievement test. The integration of information technology into optics teaching accompanied with science writing was more effective than the counterparts. 2. Regarding to the integration of information technology into optics learning, students responded positively in the following three sub-scales of AIITT: “helpfulness of leaning”, “extra-textbook learning” and “motivation of learning”. 3. The content, width, and depth of students’ science writing correlated significantly with their academic achievement. This implied that science writing could be served as an effective mode for assessing students’ learning.