情境式科技史教材對科技概念的學習及問題解決能力的影響之研究
No Thumbnail Available
Date
2010-07-31
Authors
林弘昌
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究主要著重在運用電視布袋戲與科技互動之歷程為史料，發展一套情境式科技 史教材，並探討其對於高中學生在科技與社會相關議題的科技概念轉變情形、及其對於 學習者在問題解決能力方面的影響。本研究預計分三年進行，第一年主要的研究目的在 於發展情境式科技史教材，並依據教材內容發展概念構圖評量工具以及問題解決能力評 量工具。第二年的研究目的為透過行動研究瞭解本研究所發展之情境式科技史教材與相 關評量工具之適切性，並依據行動研究結果修正教材與研究工具。第三年則將透過準實 驗研究的方式，驗證本計畫所發展之情境式科技史教材與相關評量工具之實際效益。此 外，第三年亦將依據整體研究結果，研提使用情境式科技史教材對於高中生學習科技概 念以及培養問題解決能力之建議，以供未來教學之參考。
The purpose of this study is two fold: (a)to develop the evolution of technology learning materials based on the development of traditional hand puppet shows , and (b)to examine the effects of technology concepts learning and problem-solving skills improvnig for high school students. The study will be conducted for three years. In the first year, the researcher will focus on developing the teaching materials following the model of Interactive Historical Vignettes and apply the siutated learning strategies. In the second year, the researchers will employ action research to refine the situated learning meatrials and the evaluation tools as well. In the last year, a quasi-experimental design will be applied to examine the effects of the meterials, and the researchers will also interview the students to collect their reflections and opinions about their learning experiences. Finally, the study will offer conclusions and suggestions for those teachers who are interested in the design and making of the evolution of technology learning materials.
The purpose of this study is two fold: (a)to develop the evolution of technology learning materials based on the development of traditional hand puppet shows , and (b)to examine the effects of technology concepts learning and problem-solving skills improvnig for high school students. The study will be conducted for three years. In the first year, the researcher will focus on developing the teaching materials following the model of Interactive Historical Vignettes and apply the siutated learning strategies. In the second year, the researchers will employ action research to refine the situated learning meatrials and the evaluation tools as well. In the last year, a quasi-experimental design will be applied to examine the effects of the meterials, and the researchers will also interview the students to collect their reflections and opinions about their learning experiences. Finally, the study will offer conclusions and suggestions for those teachers who are interested in the design and making of the evolution of technology learning materials.