溶解虛擬實驗室的發展及其對學生科學學習成就、概念理解和科學態度的影響

張淑華

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

书目管理工具

相关连结

问题回报

全文下载

溶解虚拟实验室的发展及其对学生科学学习成就、概念理解和科学态度的影响

Developing and evaluating the effects of virtual laboratory of dissolution on students’ achievement，conceptual understanding and attitudes toward science

张淑华 , 硕士　　导师：王姿陵;唐文华　　

繁体中文

虚拟实境；扩增实境；溶解；科学学习成就；概念理解；科学学习态度； virtual reality ； augmented reality ； dissolution ； science achievement ； conceptual understanding ； science attitudes

0 个人觉得这篇文章赞

摘要 │ 参考文献 (92) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The purpose of this study was to develop “virtual laboratory of dissolution ” via VR and AR technologies while blending with particle model to help students understand difficult and abstract concepts. After the development of learning system is completed, the impact on students’ science achievement, conceptual understanding, and science attitudes will be evaluated.
The topic of this system is “dissolution”, including two concepts: “dissolution of substance” and “soluble amount”. The teaching procedure of the learning system starts from the operation of “VR experiment” or “AR experiment”, followed by the “concept review” to summary and clarify the science concepts; lastly, “testing challenge” will be conducted to review the concepts to be learned. If students feel confused during the “testing challenge”, they can repcat the experiment immediately.
This study included four classes from an elementary school with quasi-experimental design. The experimental group included 57 students from two classes with VR experiment teaching, while the control group included of 56 students from two other classes with regular teaching. There are a total of 320 minutes for teaching across eight sessions. The research instruments included “degree of satisfaction with this system survey”, “substance dissolution achievement test”, “two-tier dissolution diagnosis test” , and “science attitudes scale”.
The main findings of this study are as follows:
1. Students who used virtual laboratory had high scores in the three dimensions: “system content”, “interface design”, and “impression of system operation” as well as the overall scale.
2. Students using “virtual laboratory of dissolution” achieved better science achievement of “soluble substances and phenomena”, “the amount of salt soluble in a fixed amount of water at a constant temperature”, “are the amounts of salt and sugar soluble in a fixed amount of water at a constant temperature identical to each other?”, and “the amount of salt soluble in different amounts of water at different temperatures, and dissolution than students receiving regular teaching.
3. Students using “virtual laboratory of dissolution” achieved better conceptual understanding of “the change of water level after dissolution of salt”, “different substances will have different soluble amounts at the same temperature and amount of water”, “salt or sugar will be dissolved after a period of time with or without stirring”, and “the soluble amount of sugar or salt will be increased by increasing the temperature”than students receiving regular teaching.
4. Students using “virtual laboratory of dissolution” achieved more positive science attitudes than students receiving regular teaching.

参考文献 ( 92 ) 〈TOP〉

邱美虹（2000）。概念改变研究的省思与启示。科学教育学刊，8(1)，1-34。
连结：
一、中文文献
文尔雅（2018）。物质受热变化虚拟实验室的发展及其对学生科学学习成就、科学态度和认知负荷的影响。国立新竹教育大学数理教育所硕士论文，新竹市。
王秉程（2011）。应用扩增实境於儿童教育用品设计对海洋教育学习兴趣影响之研究─以国小中年级学生为例。国立台北教育大学数位科技设计学所硕士论文，台北市。
王美芬、熊召弟（1995）。国民小学自然科教材教法。台北市：心理出版社。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址

E-mail ：

使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。