國中網路虛擬物理實驗室

Abstract

本研究之目的在於探討虛擬實驗的學習環境對實驗學習成效的影響，以國中自然課程中物理部分的凸透鏡成像、單擺週期的測量以及光的三原色等三個單元為虛擬實驗教學之內容，利用FLASH所設計之動畫模擬，使用Tamir(1989)「給問題、給方法、不給答案」和「給問題、不給方法、不給答案」兩種不同類別的模擬實驗學習環境，並以單元成就測驗做為前後測的工具，探討兩種不同虛擬實驗學習方法所達成的學習成效差異和進步幅度差異。實驗過程並測驗學生的科學能力，同時測量學習者的學習型態，目的在找尋虛擬實驗學習方式和學習型態之間的關係，最終施以系統態度問卷調查。研究樣本為四班國中二年級學生，共一百二十八人，以準實驗研究方式將學生分成兩組實驗組，並根據實驗步驟之提供與否，給予兩種經過設計與控制的實驗學習方式，資料分析採二因子混合設計共變數分析及獨立樣本二因子共變數分析。 根據實驗所得發現以下結果： 1.兩組學生在三個單元中，實驗步驟的給予與否對單元學習成效有顯著的影響，給予實驗步驟組之成績，均明顯優於自行設計實驗步驟的設計實驗步驟組。 2.就進步幅度而言，在三個單元中均呈現給予實驗步驟組的進步幅度顯著大於設計實驗步驟組。給予步驟組的學生在三個單元中進步幅度均顯著，而設計實驗步驟組的同學僅在凸透鏡一單元進步顯著。 3.就實驗組別和學習型態的交互作用而言，在三個單元中均呈現交互作用不顯著的現象，而實驗組間的成績出現顯著的情形，即不論是哪一種學習型態的學生，均是給予實驗步驟組的學習成效優於設計實驗步驟組的同學。 4.兩個實驗組的學生均對虛擬實驗室的學習方式，給予正面的評價，而給予步驟組的同學又比設計步驟組的同學給了系統更高度的評價。

The purpose of this study was to investigate the effects of learning in two kinds of network-based virtual Physics experiment on junior high school students’ performance and attitudes toward virtual experiments. To conduct such a research object, firstly, three experimental units of optics and motion were selected, including “the image of a convex lens”, “simple pendulum”, and “three original colors of light”. Then, the three animation simulations by Flash MX were made into two different learning web environments. Six units were assigned to experimental groups: the first group learned 3 units that experimental-steps were given, and the second group learned 3 units that experimental-steps were not given . The achievements of students before and after each experiment unit were analyzed by test-sheets, learning sheets and questionnaires. Additional tools include science process skill tests and Felder’s index of learning styles. Comparison was made on two groups of students. The sample of the study was 128 8th-grade students of 4 classes in junior high school. The methods of data analyzing were two ways mixed-design mancova and independent two-way mancova. The result of the analysis reveals that, 1. The first group scored significantly higher than the second group in all three units. 2. The first group progressed significantly more than the second group in all three units. In the first group, the scores of the post-test were significantly higher than the scores of the pre-test in three units. It means that the first group progressed significantly. In the second group, the scores of the post-test were significantly higher than the scores of the pre-test just in “the image of a convex lens” unit. It means that the second group progressed significantly just in “the image of a convex lens” unit. 3. There was no significant interaction between groups and learning styles. For all learning styles, the first group scored significantly higher than the second group in all three units. 4. On the analysis of attitude toward virtual experiments, students in both groups show positive acceptance and students in the first group show more.