探討數位學習環境中學生科學探究歷程和學習策略-總計畫（Ⅲ）

Abstract

本縱向研究旨在檢視科技導入學習模組對學生探究能力的影響，並在為期兩年的研究 中與對照組進行比對。我們根據5E 學習環發展了三套學習模組，主題分別為四季、環境議 題及空氣污染。每套模組課程約為10-12 堂課，並在不同的學期進行實施。探究組共有24 名七年級學生，全程參與三種科技導入學習模組；另外，對照組是27 名七年級學生在兩年 內接受傳統教學法。為了追蹤學生的探究能力表現，我們發展了一個測驗工具來評量學生的 提問、計畫、分析及建模能力。結果顯示，探究組在設計可行的實驗流程、辨別數據、使用 科學規則或概念來詮釋數據、描述變因之間的因果關係及透過綜合數種關係建構模式的等能 力顯著優於對照組的表現。經分析這些學習模組的教學設計，發現能顯著增進學生探究能力 的教學設計要素為多重表徵共同作用、漸進增加複雜性、綜合各種鷹架、透過POE 環進行 預測。

This longitudinal study aims to examine the effect of technology-infused learning modules on the development of learners' inquiry abilities over time in comparison with the baseline group during a two year period. We developed three learning modules based on the 5E learning cycle in the topics of seasons, environmental issues, and air pollution. Each module took 10-12 periods of class time and was administrated in a different semester. Twenty four seventh graders were in the inquiry group who engaged in three technology-infused learning modules; twenty seven students in the same grade were taught by conventional instruction methods and formed the baseline group over a period of two years. In order to trace learners' inquiry abilities, we developed a test to assess learners’ questioning, planning, analyzing, and modeling abilities. The results showed that the inquiry group performed significantly better than the baseline group in designing feasible experimental procedures, identifying the patterns of data, using scientific principles or concepts to interpret data, describing causal relationships between variables, and conducting a model by synthesizing several relations. The design features for the significantly improved inquiry abilities were identified as synergy of multiple representations, gradual increase of complexity, blending with different supports, and elaborating predictions through POE (predict-observe-explain) cycles.