國立臺灣師範大學科技應用與人力資源發展學系楊宗翰游光昭林坤誼2014-10-302014-10-302007-06-06http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/35790本研究以運用Trowbridge和Bybee(1990)所提出的5E學習環，採用概念改變為主的教學方式，並以自行發展的「傳播科技概念診斷量表」測量工具，來測量國中學生的概念改變情形。實驗的教學內容為Hendricks與Sterry(1989)兩位學者所提出的六大傳播科技概念為主軸，研究對象則為台北市某國中三年級三個班級共計107位學生。實驗結果分析後發現：（1）在傳播科技的概念學習中，「編碼」、「接收」和「讀取」是學生較難理解的部份；（2）當概念教學的內容涉及兩個概念同時存在時，學生較難以理解與學習；（3）學生能夠分辨試題問題中的相關概念，但卻無法選擇出正確的答案。This study used a 5E-Learning-Cycle based course and a conceptual scale of communication technology to investigate the change of students' concept in communication technology. The course contains six main concept of communication technology: Encoding, Transmitting, Receiving, Storing, Retrieving and Decoding proposed by Hendricks & Sterry (1989). There were 107 ninth graders participated in this study. The following conclusions were made: (1) encoding, receiving, and retrieving were the most difficult concepts for students, (2) Students have learning difficulty when content involved with two different concepts, (3) Students can differentiate the concepts in test but can not select the correct one.傳播科技概念5E學習環Concept of communication technology5E learning cycle