擴增實境融入戶外學習系統思考的設計與運用

Abstract

從過去科學教育相關的實證研究中發現，科學教育經常與學生的生活情境脫節及學習興趣低落，面對生活在一個日益受複雜系統（complex systems）支配的學習環境中，如何讓科學教育能處理複雜系統及活用學校所教授的知識已是當務之急，新時代科學教育應重視將知識與生活真實情境相結合。本研究結合戶外環境場域資源，依其地理區域特色及學科知識來發展系統思考學習地圖，地圖中所呈現的系統思考概念對應五大主題科學教育課程來實施，除了在戶外可以進行學習地圖所安排的科學課程外，課程內容為促進學生在學習上的理解及提高學習興趣，融入數位科技擴增實境（Augmented Reality, AR）技術來幫助學生更視覺化的學習，解決戶外學習場域的事物受空間與時間的限制，無法進行觀察及了解科學原理中的交互作用的困境，此設計稱為「擴增實境融入戶外學習系統思考」（Augment Reality-enriched Outdoor Learning System Thinking, AREOLEST）。本研究目的為發展AREOLEST，以社區公園周遭學校之國小六年級學生為研究對象，以準實驗法進行實驗教學，並了解學生學習成效及其是否受學習風格、認知負荷之影響，最後再調查學習後滿意度情形。研究結果發現，學生之學習成效有顯著成果，此設計適合不同學習風格的學生使用，同時學習內容及方式也不會造成學生過多的認知負荷，課程結束後所得到的整體滿意度及延後測驗皆有相當良好的成效，故AREOLEST的課程設計方式適合國小學生在戶外進行科學教育進行學習，值得教育單位利用及參考。From past researches related to science education, it is found that science education has a low disconnection with students' living situations and their learning interests. How can science education be fused in a learning environment will be the most important focus point since the environment is increasingly dominated by complex systems and the use of knowledge taught in schools. This study combines outdoor environment field resources and develops a system thinking learning map according to its geographical area characteristics and subject knowledge. The concepts of system thinking presented in the map are implemented in accordance with five major science education courses. The learning map can be scheduled in outdoor science curriculum, promote students’ understanding and increase interest in learning. It incorporates digital technology, Augmented Reality (AR), to help students to learn more visually, and to solve the problems of outdoor learning areas that are limited by space and time, also those scientific principles which are hard to observe and understand. This design is called "Outdoor Learning System Thinking, AREOLEST". The purpose of this study is to develop AREOLEST, sixth-grader students in primary and secondary schools around the community park joined the research, the researcher used quasi-experimental methods for experimental teaching and to understand students' learning effectiveness whether they are affected by learning styles and cognitive load. Finally, the satisfaction of AREOLEST was investigated after experiments. The results showed that students' learning effectiveness are significant, it indicates this design is suitable for students with different learning styles. Meanwhile, the learning content and methods will not cause too much cognitive load on the students. The overall satisfaction and postponement test obtained after the experiments, all of them presented the curriculum design method of AREOLEST is suitable for elementary school students to carry out science education in the outdoors, which is worthy of reference and use by educational units.