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手機顯微鏡導入國小自然與生活科技課程教學之研究 : 以「蔬菜的成長」單元為例 = The study of the cellphone microscope integrated into science & technology curriculum : an example of "plant growing" unit in the elementary school

王品蓁 國立臺南大學 教育學系課程與教學碩博士班 民107[2018

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  • 題名:
    手機顯微鏡導入國小自然與生活科技課程教學之研究 : 以「蔬菜的成長」單元為例 = The study of the cellphone microscope integrated into science & technology curriculum : an example of "plant growing" unit in the elementary school
  • 著者: 王品蓁
  • 國立臺南大學 教育學系課程與教學碩博士班
  • 主題: 行動學習 手機顯微鏡 自然科教學; Mobile learning Cellphone microscope Science and technology curriculum
  • 描述: 本研究旨在探討手機顯微鏡導入國小自然與生活科技領域之課程中，對國小三年級學生學習成效的影響。本研究採取準實驗研究法，進行5週教學活動，教學主題為蔬菜的成長單元，學生為兩班56位國小三年級學生。實驗組學生以平板電腦搭配手機顯微鏡進行蔬菜的成長觀察記錄，控制組學生僅以平板電腦的相機功能進行相同的教學活動，兩組皆於教學活動開始前實施成就測驗的前測，並在教學活動結束後實施成就測驗的後測；單元學習結束後，兩組學生皆完成心智圖的繪製，以了解不同工具的使用對學生學習成效的影響，與學生在使用手機顯微鏡遇到的問題及如何運用方法解決。本研究主要發現有以下幾點： 1.兩組學生在學習成效上並無顯著差異，但實驗組的學生在成績進步上較為優秀。 2.實驗組在心智圖得分平均、最低分與最高分的得分表現均高於控制組，顯示手機顯微鏡導入教學活動有助於學生的學習表現。 3.手機顯微鏡導入自然科教學活動能夠增加學生的學習動機；教師亦能從操作中了解學生觀察的重點並適時從旁提點，修正拍攝中遇到的問題，取代繪圖所耗費的時間。.
    The study aimed to investigate the effect of the cellphone microscope integrated into science and technology curriculum on elementary school students’ learning performances. The study adopted a quasi-experimental research method. The instructional activity focusing on “plant growing” unit lasted for five weeks. Research participants were 54 third graders from two classes. Students in the experimental group used the cellphone microscope to observe and record plant growing, while students in the control group only used the cellphone picture shooting to conduct the same instructional activities. The pre-test and post-test were administered before the implementation of the experiment and after the completion of the experiment respectively. After the instructional activities, students from both groups were asked to complete the mind-mapping, in order to understand the influence of different tools on students’ learning outcomes, as well as to know the problem students encountered when using cellphone microscope and how they dealt with it. The findings of the study are as follows. 1. The findings showed that no significant difference was found on learning performances of both groups. However, improvement in students of the experimental group was more noteworthy. 2. The average of mind-mapping, the lowest score, and the highest score in the experimental group outperformed those in control group, indicating that the integration of cellphone microscope is conducive to students’ learning performance. 3. The integration of cellphone microscope on science and technology curriculum enables students to raise their learning motivation. Besides, teachers can also get more understanding during the process of students’observation and provide them assistance when necessary, saving more time wasted in drawing..
  • 出版者: 碩士論文--國立臺南大學教育學系課程與教學碩博士班.106學年度
  • 建立日期: 民107[2018
  • 格式: [xiii],87葉 : 圖,表 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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