結合「體驗策略」與多媒體教材於國小環境教育「地層下陷」單元學習成效之研究─多媒體教學成功因素之省思

Integrating "Experiential Learning Strategy" and Multimedia Materials into Elementary Environmental Education "Land Subsidence" Unit: Learning Effects and Reflection on the Factors of Successful Multimedia Instruction

李鴻亮(Hung-Liang Lee)

體驗策略 ； 環境教育 ； 地層下陷 ； 多媒體教材 ； 可攜式伺服器 ； Experiential learning strategy ； Environmental education ； Land subsidence ； Multimedia materials ； Portable server

教學科技與媒體

97期（2011 / 09 / 15）

64 - 82

繁體中文

本研究之目的在於發展「體驗策略」，並應用於國小環境教育之「地層下陷」單元教學。為配合學習活動與教室空間，研究者首先發展移動式的「可攜式伺服器」，以及選擇重要環境議題「地層下陷」，並製作多媒體教材置於其中。實驗教學設計「體驗下陷」的課堂活動，並運用多媒體教材交互增強學習效果。本研究主要使用準實驗研究法，以國民小學六年級學生為研究對象，實驗教學包括三個班，每班三十人，共計九十人。第一班接受一般教學（控制組）、第二班接受情境體驗策略與多媒體教材（策略組），第三班接受多媒體教材（媒體組）。研究者亦以個案訪談、學習態度問卷，探究學生之學習內涵，並交互分析所蒐集的資料。本研究發現：（1）策略組的表現，明顯優於控制組的表現；（2）策略組的表現，也明顯優於媒體組的表現；（3）對於結合多媒體與體驗式教學活動，學習者頗感興趣；（4）學習回饋顯示多媒體教學產生效果，其主要因素包括教學活動安排、媒體內容設計、學生自我省思等。這意味著，學習活動如果能夠與媒體訊息交互參照，是有助於提升學習效果的。研究者並依據結果，對體驗策略應用於國小地層下陷環境教學以及未來研究提出建議。

The purpose of this research is to develop an ”Experiential Learning Strategy” for the unit ”Land Subsidence” in elementary environmental education. There are two stages in the study: (1) developing ”Land Subsidence” digital contents and then loading in the portable server; (2) implementing situated experiential instruction with multimedia and on-line exercise. Learning activities include experiencing land sinking and operating multimedia materials. Using quasi-experimental design, the study included 3 classes of 6 graders (30 students in each class, 90 students in total). The first class received regular instruction (control group); the second class received situated experiential instruction and multimedia materials (strategy group); and the third class received multimedia materials (media group). The researcher also used a questionnaire and interviews to investigate qualitative insights of learning. Interpreting the data with triangulation approach, the study found that: (1) the performance of strategy group was significantly better than that of control group; (2) the performance of strategy group was also significantly better than that of media group; (3) learners gave positive feedback toward the activities which integrated multimedia into experiential education; (4) the factors that made learning effective include: activities, multimedia and learners' self-reflection on the instruction. The findings showed that experiencing strategy helped learners make clear scientific concepts. They imply that the activity which provides opportunities of reciprocal references can facilitate learning. This study also makes suggestions on educational practice and future research.

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