以Go-Lab平台發展與實施科學探究實作評量
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2021
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十二年國民基本教育新課綱將素養導向教與學和探究與實作列為自然科學領綱的重點。本研究旨在以Go-Lab平台提供之應用程式和線上實驗室建置探究式學習空間（Inquiry Learning Space, ILS），發展與實施科學探究實作評量，融入學術探究的情境脈絡，並整合學生單性狀遺傳法則的先備知識和探究能力，透過實作經驗建構證據為本的科學模型，促進學生對雙性狀遺傳法則的學習。本研究應用科學探究實作評量標準檢驗國中數理資優生之建構反應之探究能力表現水準，以及對應的表現水準描述檢視探究能力，發現學生在本實作評量所呈現的探究能力高低依序為推理論證、分析與發現、執行與計畫和建立模型，整體水準落在基礎到精熟之間，且ILS中之模擬式實驗能幫助學生建立雙性狀遺傳法則之模型，提升學生模型導向的探究能力。遺傳法則成就測驗前測和後測結果顯示學生經科學探究實作能有效幫助學生以既有的單性狀遺傳法則概念經探究式學習遷移至雙性狀遺傳法則。有關資訊科技應用於學習，本研究以李克特五點量表進行問卷調查學生使用Go-Lab進行科學探究實作評量的科技使用度，研究結果為學生對此系統的認知有用性、認知易用性、使用態度、使用意向的評分高，顯示學生認同以Go-Lab進行科學探究實作評量。
The 12-Year Basic Education Curriculum lists literacy-oriented teaching and learning and inquiry and practice as the key points of the natural sciences’ domain. The purpose of this research is to build an Inquiry Learning Space (ILS) through applications and online laboratories provided by the Go-Lab platform, develop and implement scientific inquiry performance assessment in an inquiry-based context, and integrates students’ prior knowledge and inquiry capabilities to constructs evidence-based scientific models through practices, and promotes middle school students’ conceptual understanding of the Mendelian genetic laws. This research applies the rubric of scientific inquiry to evaluate the performance level of the inquiry competency of the mathematics and science gifted students in junior high schools, and the corresponding performance level describes the inquiry competency. It is found that the inquiry competency’s level of the students in this performance assessment is in order reasoning, analyzing and discovering, executing and planning, and modeling. Otherwise, the simulation-based experiment in ILS can promote students’ modeling of Mendelian genetics laws. The pre-test and post-test results of the Mendelian genetics laws achievement test show that the inquiry-based performance assessment is able to help students learn Mendelian genetics law. The Technology Acceptance Model (TAM) questionnaire indicated students agree with a scientific inquiry performance asssessment using the Go-Lab platform.
The 12-Year Basic Education Curriculum lists literacy-oriented teaching and learning and inquiry and practice as the key points of the natural sciences’ domain. The purpose of this research is to build an Inquiry Learning Space (ILS) through applications and online laboratories provided by the Go-Lab platform, develop and implement scientific inquiry performance assessment in an inquiry-based context, and integrates students’ prior knowledge and inquiry capabilities to constructs evidence-based scientific models through practices, and promotes middle school students’ conceptual understanding of the Mendelian genetic laws. This research applies the rubric of scientific inquiry to evaluate the performance level of the inquiry competency of the mathematics and science gifted students in junior high schools, and the corresponding performance level describes the inquiry competency. It is found that the inquiry competency’s level of the students in this performance assessment is in order reasoning, analyzing and discovering, executing and planning, and modeling. Otherwise, the simulation-based experiment in ILS can promote students’ modeling of Mendelian genetics laws. The pre-test and post-test results of the Mendelian genetics laws achievement test show that the inquiry-based performance assessment is able to help students learn Mendelian genetics law. The Technology Acceptance Model (TAM) questionnaire indicated students agree with a scientific inquiry performance asssessment using the Go-Lab platform.
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Go-Lab, 科學探究, 實作評量, 科技接受模式, Go-Lab, scientific inquiry, performance assessment, technology acceptance model