透過即時反饋情境協助國中生建立模型-以靜電感應為例

Abstract

建立模型於108課綱之探究能力中占重要位置，對於學生了解複雜抽象的科學現象有所幫助。Gilbert (2004) 建議教師在自然科學教學時能具備建模教學策略/能力。但在傳統課室中教師很難了解每個學生的學習情況。以即時反饋系統（Instant Response System，簡稱IRS）為基礎所設計的雲端教室CCR (CloudClassRoom, CCR.tw) 可以即時蒐集資訊供教師參考並立即調整課程或公布班級答題狀況。廣被用來檢驗新科技的科技接受模式（Technology Acceptance Model，簡稱TAM）可以用來檢驗CCR在國中教學的可行性。靜電感應是非直觀、需要學生想像的科學內容，在中學生學習內容中是屬於困難且抽象的，且容易有學習程度落差的情形產生。本研究試圖探討以CCR為工具協助不同學習程度學生建立靜電感應模型的歷程和學習成效，並設計問卷了解中學生對於CCR的科技接受模式。結果顯示不論高、低分組，建模的四階段（發展、精緻化、遷移、重建）有隨歷程下降的趨勢，且低分組在模型發展階段就和高分組出現顯著差異，學習成效測驗發現高分組有達顯著進步，但低分組並無，其可能和建模的初期能力有關。對於高分組使用問答式和選擇題式教學發現問答式的教學可以幫助學生模型遷移，不過在模型重建並未有明顯效果。學生對CCR的科技接受模式符合Davis的科技接受模式，科技接受度相當高，對低分組可以增進學習專注力，不過學生也提出使用CCR造成課室中分心、進度的問題。總體而言，IRS可以在不同面向幫助不同程度學生建立電學模型，且CCR是一個可行的工具。

Model and modeling occupy an important position in Science Curriculum Guidelines of 12 Year Basic Education (Ministry of Education, 2018). Gilbert (2004) suggests that teachers have modeling teaching strategies/ability. But in traditional class, it’s hard for the teachers to realize all the students’ learning situation. CCR (CloudClassRoom, CCR.tw), which is designed on the basis of IRS (Interactive Response System), can collect information immediately. Teachers can immediately adjust the course or announce the class answer. Technology Acceptance Model (TAM) can be used to test the feasibility of CCR teaching in middle schools. Electrostatic induction is not intuitive, which is hard for students. This study explored the process of establishing electrostatic induction models and learning effectiveness of students with different learning levels using CCR as a tool, and design a questionnaire to understand the TAM of middle school students for CCR. The results showed that regardless of the high or low level groups, the four stages of modeling (development, elaboration, application, and reconstruction) have a downward trend with the process. The high group made significant learning effectiveness progress, but the low group did not. It may be related to the initial ability of modeling. Question-and-answer teaching can help students model application. The students’ technology acceptance of CCR is in line with Davis’s TAM. The acceptance of technology is quite high. CCR can improve low level groups’ learning attention. However, students also raised the problem of using CCR to cause distraction and progress in the classroom. In general, IRS can help students of different levels to build electrical models, and CCR is a viable tool.