融入問題引導策略的模擬式學習環境之應用成效與學習歷程研究

Abstract

回顧過去20年來的應用發展情形，電腦模擬實具有深厚的潛力成為促進互動、觀察與概念反思的學習工具。本研究所發展的「問題引導式模擬學習環境」，一方面藉由兼具視覺化表徵觀察與實驗參數操弄的學習環境，發揮電腦模擬對於抽象或微觀概念的具象化觀察優勢，幫助學習者解決電子學二極體單元的學習困難；另一方面則改善過去學習支援策略不足之處，融入問題引導策略引領學習者藉由互動的操作與觀察引發認知覺察與反思，達成澄清電子學二極體單元迷思概念的目標。除此之外為瞭解問題引導策略對於學習活動的影響情形，本研究將同時進行學習行為模式的分析與探討。 經由實徵驗證，結果發現融入問題引導策略之「問題引導式模擬學習環境」對於電子學二極體單元概念的學習成效與迷思概念的修正成效均顯著優於未融入問題引導策略者，顯示「問題引導策略」確實有助於提升模擬式學習環境的應用成效。學習行為模式分析結果發現從模擬操作活動的學習行為模式中，確可顯示出問題引導機制具有引導學習者進行概念學習活動的效果。根據問卷調查分析結果，顯示超過70%的學生肯定「問題引導式模擬學習環境」可幫助他們提升學習成效、增進學習興趣及澄清迷思概念。Two decades in retrospect, many researches have been studying how to improve learning performance through computer simulation. Computer simulation has significant potential as a supplementary tool for conceptual reflection and interactive learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a simulation-based learning environment that incorporates question-guided strategies to explore the effects on correcting misconceptions and improving learning performance. The learning environment helps learner to understand complex and abstract concepts through observing external representations and exploring concept models. On the other hand, the question-quided learning support of learning environment helps learner to correct misconceptions on diodes through constructing scenarios that conflict with existing knowledge structures. Furthermore, an analysis of the learning behavioral patterns was conducted to verify and clarify the effects of question-guided strategy. The empirical results indicate that the system significantly corrects participants’ misconceptions on diodes and improves learning performance. This study shows that question-quided strategies could enhance the learning outcomes effectively. The analysis of the learning behavioral patterns revealed that the use of question-quided strategies to enhance the learning support in simulation-based environment is crucial to supporting the conceptual learning activities. With the questionnaire findings, we found that more than 70% of the learners in the experimental group stated that the question-quided learning environment helped to improve their learning performance, increase their interest in electronics, and correct their misconceptions on diodes.