遊戲式分數教材對國小六年級生分數概念的影響
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2016
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Abstract
本研究探討國小六年級學生使用遊戲式分數教材「海賽爾王國」,對其分數概念的影響,及了解學生對教材的態度與感受。
研究採單組準實驗設計。研究對象為新竹市某國小六年級共49名學生。研究進行160分鐘的實驗處理,包含前後測、遊戲教材使用、態度問卷填寫及師生訪談。
研究結果顯示,學生後測分數較前測高,且有顯著差異,表示學生能透過遊戲教材學習到分數概念。經訪談也發現學生確實修正了原本錯誤的分數概念想法。另外,在學習態度方面,學生普遍對遊戲教材持正向態度,教師也認同此遊戲教材所帶來的學習價值。
This research is to explore the effects of “Kingdom of Hazel,” a self-developed game-based learning material, on the change of students’ fraction concepts, and to understand the student’s attitude toward the materials. This study applied a single group pretest posttest quasi-experimental design. The participants were 49 sixth grade students at an elementary school in Hsinchu. The experiment contained 160 minutes, including pretest, posttest, learning game playing, a survey and interviews. The result indicates that students’ score of the posttest is obviously higher than the pretest. This shows that students can learn the concept of fraction through game-based material and method. According to the interviews, students correct their misconceptions after the experiment. Students’ attitude toward learning fraction through game-based method is positive.
This research is to explore the effects of “Kingdom of Hazel,” a self-developed game-based learning material, on the change of students’ fraction concepts, and to understand the student’s attitude toward the materials. This study applied a single group pretest posttest quasi-experimental design. The participants were 49 sixth grade students at an elementary school in Hsinchu. The experiment contained 160 minutes, including pretest, posttest, learning game playing, a survey and interviews. The result indicates that students’ score of the posttest is obviously higher than the pretest. This shows that students can learn the concept of fraction through game-based material and method. According to the interviews, students correct their misconceptions after the experiment. Students’ attitude toward learning fraction through game-based method is positive.
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遊戲式學習, 分數學習, 數學學習態度, 分數表徵, game-based learning, fraction learning, attitude toward math learning, representation of fraction