模型化科學桌遊
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Date
2019-06-??
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國立臺灣師範大學科學教育中心
Science Education Center,National Normal University
Science Education Center,National Normal University
Abstract
科學桌遊為科學教育的多元化提供了潛在的效用，建立分析桌遊的科學學習與設計的架構，相信能釐清科學桌遊在科學學習的運用，並對科學知識的傳遞帶來幫助。本研究基於對文獻的探討，將科學桌遊的組成、科學知識的結構與科學模型三者間建立聯結。其中，科學桌遊的組成與結構可與科學知識的結構相對應，若能適當地運用結構化的設計，應有助於呈現科學結構知識；而桌遊的組成可轉換成科學教學類比模型，藉由對應科學知識的本質、桌遊科學模型以及桌遊組成，應可釐清科學桌遊對學習科學知識的幫助，本科學桌遊模型化之架構預期能提供科學桌遊設計者及科學桌遊運用者可參考的觀點與視角。
There is potential utility for the diversification of science education through the use of board games.To promote the transmission of science knowledge and to clarify the usage in science learning, one needs toconstruct the analysis framework of science board games. Based on literature reviews, this study establishesthe connection between the composition of science board games, the structure of science knowledge and thescience model. First, the structure of science board games is similar to the structure of science knowledge.If we design the board game structurally, it may help to present science structural knowledge. Second, bycorresponding the nature of science knowledge, the composition of science board games can be convertedinto analogical models of science teaching. In this way, it should be possible to clarify the utility of the boardgame for the learning of science knowledge. We hope that the modeling framework of science board gamescan provide a reference for designers, and also allow educators who use board games for science learning tohave an analytical foundation.
There is potential utility for the diversification of science education through the use of board games.To promote the transmission of science knowledge and to clarify the usage in science learning, one needs toconstruct the analysis framework of science board games. Based on literature reviews, this study establishesthe connection between the composition of science board games, the structure of science knowledge and thescience model. First, the structure of science board games is similar to the structure of science knowledge.If we design the board game structurally, it may help to present science structural knowledge. Second, bycorresponding the nature of science knowledge, the composition of science board games can be convertedinto analogical models of science teaching. In this way, it should be possible to clarify the utility of the boardgame for the learning of science knowledge. We hope that the modeling framework of science board gamescan provide a reference for designers, and also allow educators who use board games for science learning tohave an analytical foundation.