資訊科技融入『九年一貫地球科學』創意教學之研究--以921大地震虛擬實境教學為例--

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資訊科技融入『九年一貫地球科學』創意教學之研究--以921大地震虛擬實境教學為例--
著者: 陳靖; Ching, Chen
李逢春; LI Fung-Chun; 教師在職進修自然碩士學位班
主題: 虛擬實境; 資訊融入教學; 物件導向; 電腦輔助教學; virtual reality; information merging into teaching; object-oriented; computer aided teaching
描述: 摘要本研究旨在進行「九年一貫自然與生活科技領域」921大地震網路虛擬實境之網站建置，結合網路技術、物件導向設計與JAVA語言，PHP與MySQL資料庫系統，架設一個跨越作業平台的「九年一貫自然與生活科技領域」網路虛擬實境學習環境，輔助實施資訊科技融入自然領域教學，並探討網路虛擬實境學習系統在國民小學自然領域教學之學習成效的影響。本研究設計之受試樣本為高雄縣前峰國民小學六年級學生，共263位參與實驗。以班級為單位隨機分派，其中五個班級154人為實驗組，接受921大地震網路虛擬實境之資訊融入教學，另四個班級109人為控制組，接受傳統教學。根據研究結果顯示，接受921大地震網路虛擬實境教學的學童，其學習成就優於接受傳統教學的學童。實驗組男女生單因子共變數分析，未達顯著水準；控制組男女生單因子共變數分析，未達顯著水準。不同教學方式與男女生雙因子共變異數分析，未達顯著水準。學習型態與實驗處理的交互作用未達顯著水準，顯示學生在接受「921大地震網路虛擬實境」教學後，不同學習型態的學生藉由使用網路虛擬實境學習系統而模糊了「學習型態」對「學習成效」的影響，也可以看為921大地震網路虛擬實境系統具有適應不同學習型態學習者的能力。根據系統使用態度問卷調查結果分析，921大地震網路虛擬實境在操作方面與內容的設計，雖然未能達到人機契合的程度，但是有近百分之八十的小朋友認為此系統是有趣的並且想要再次使用本系統學習。同時，透過921大地震網路虛擬實境的操作，能加深學生對於教材的印象，顯示出921大地震網路虛擬實境輔助學習的特性；而且921大地震網路虛擬實境的學習活動頗具吸引力，學生學習的意願相當高，同時也能夠幫助他們學習。關鍵詞：虛擬實境、資訊融入教學、物件導向、電腦輔助教學
Abstract The objective of this research is in establishing a website concerning 921 earthquake network virtual reality on “Nine-year Coherent Curriculum Education System in Nature and Life Science & Technology Domain” by connecting network technology, object-oriented design and JAVA language, PHP and MySQL database system and construct a cross operational platform “Nine-year Coherent Curriculum Education System in Nature and Life Science & Technology Domain” Network Virtual Reality Learning Environment in assisting the implementation of merging information science technology into natural domain education and explore the impact of network virtual reality learning system to the learning performance of natural domain teaching in primary school. The test samples designed by this research are primary six school children in Chien-Fong primary school, Kaohsiung County. A total of 263 students participated in this experiment. Samples are randomly selected based on class, where 154 students are in the experimental group and receive information by merging 921-earthquake network virtual reality into the curriculum. Another five classes of 109 students are in the control group and receive conventional classroom education. From the research result shows that school children receiving 921-earthquake virtual reality education have better academic results than students receiving conventional education. In the experimental group, boy and school ANCOVA analysis does not reach significant standard. The interaction between learning style and experiment processing did not reach significant standard, indicating after receiving “921-earthquake network virtual reality” education students of different learning styles diffused the influence of “learning style” to “learning results” through virtual reality learning system. It can also be thought of as the 921-earthquake virtual reality system has the ability of adapting to learners of different learning styles. Analysis based on the survey results of system using attitude shows that though the operating aspect and design content of 921-earthquake virtual reality did not reach seamless human-machine contact as expected, but close to 80% of school children thought this system was interesting and would like to use this system for learning again. Meanwhile, through the operation of 921-earthquake network virtual reality, students have stronger impression about in the teaching material, indicating the special features of 921-earthquake network virtual reality in assisting students learning. In addition, the learning activity of 921-earthquake network virtual reality has considerable attractiveness. Students are more willing to learn. This also helps them in their learning. Key words: virtual reality, information merging into teaching, object-oriented, computer aided teaching.
碩士
建立日期: 2003
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5119
資源來源: NUTN IR

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資訊科技融入『九年一貫地球科學』創意教學之研究--以921大地震虛擬實境教學為例--

陳靖; Ching, Chen 李逢春; LI Fung-Chun; 教師在職進修自然碩士學位班 2003

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