運用Go-Lab不同的探究教學方式對學習成效與認知負荷之影響：以遺傳學中心法則的概念為例

Abstract

本研究以建構主義取向觀點切入，探討以電腦模擬結合探究式學習的教學情境中，主動處理對學習成效與認知負荷感受之影響。綜觀過去研究，電腦模擬與探究式學習都是奠定於學習者主動處理的前提之上，而主動處理的過程能給予學習者更多的主控權，進而引發學習者更深層的認知思考過程。然而，主動處理的過程可能在各種嘗試的探索當中產生較高的認知負荷，未必有利於學習。因此，不同的教學設計應納入學習者先備知識程度來進行考量。本研究以生物學遺傳中心法則概念為例，結合電腦模擬與探究式學習情境（Go-Lab），探討學習者是否主動操作電腦模擬（模擬組、影片組）對學習成效與認知負荷感受之影響，並進一步探討此影響是否因學習者先備知識程度而具有調節效果。本研究採準實驗研究法，以108學年度就讀桃園市的高中一年級學生為研究對象，並自編「學習成效測驗」與「認知負荷量表」為研究工具，共回收108份有效問卷。將資料以描述性統計、雙因子變異數分析與共變數分析進行統計分析。本研究結果摘要如下：一、 在電腦模擬結合探究式學習的教學情境中，「影片組」與「模擬組」在學習內容學習成效上，沒有顯著差異。且與學習者先備知識程度無顯著交互作用（無調節效果）。二、 在電腦模擬結合探究式學習的教學情境中，「影片組」與「模擬組」在過程技能的學習成效上有顯著差異，且模擬組優於影片組。但是，此影響與學習者先備知識程度無顯著交互作用（無調節效果）。三、 在電腦模擬結合探究式學習的教學情境中，「影片組」與「模擬組」在實作學習階段之認知負荷感受有顯著差異，且影片組高於模擬組。但是，此差異與學習者先備知識程度無顯著交互作用（無調節效果）。四、 在電腦模擬結合探究式學習的教學情境中，「影片組」與「模擬組」在整體課程之認知負荷感受沒有顯著差異；且與學習者先備知識程度無顯著交互作用（無調節效果）。

The study investigated the moderating effect of prior knowledge on the relationship of simulation-based inquiry learning, learning effect and cognitive load. The study included 108 students attending senior high school in Taoyuan City in 2020. 55 students participated in animation-based inquiry learning, and 53 were assigned to receive simulation-based inquiry learning. The effectiveness of the instruction was evaluated by the Central Dogma Concept Test and a self-rating the Central Dogma Cognitive Load Questionnaire. The resulting data were analyzed with descriptive statistics, two-way ANOVA and ANCOVA.The results of current study are as follows:1. There is no significant difference between the"animation group" and the "simulation group" in the effectiveness of learning content. And there is no significant interaction with the learner's prior knowledge. 2. Significant differences were found between the "animation group" and the "simulation group" in the learning effectiveness of process skills, and the "simulation group" is better than the "animation group". However, this effect has no significant interaction with the learner's prior knowledge. 3. The cognitive load of the "animationgroup" and the "simulation group" in the practical learning stage is significantly different, and the "animation group" is higher than the "simulation group". However, this difference has no significant interaction with the learner's prior knowledge. 4. There is no significant difference in the cognitive load between the "animation group" and the "simulation group" in the overall curriculum, and there is no significant interaction with the learner's prior knowledge.