融入式分子化學教學探討高三學生學習成效

Integrated Molecular Chemistry Teaching on 12th Grade Students' Learning Performance

10.6137/RECT.2014.107.01

蘇金豆(King-Dow Su)

概念圖結合動畫 ； 分子化學 ； 高三 ； 學習成效 ； Concept maps and integrated animations ； Molecular chemistry ； 12th grade ； Learning achievements

教育傳播與科技研究

107期（2014 / 04 / 15）

1 - 10

繁體中文

本研究主要目的在於應用概念圖結合動畫融入分子化學學習，對72位高三選修化學課程之學生進行準實驗研究探討其學習成效。將二班學生隨機分派成實驗組和控制組，並運用成就測驗與態度問卷蒐集相關資料，以單因子共變數分析方法，分析此策略分組學生之學習成效。研究結果顯示實驗組學生解題能力優於控制組。「學習態度」調查發現本研究發展之概念圖結合分子化學動畫科技教材介面之學生學習態度優於控制組。對實驗組學生而言，在學習上自變數中不同動畫使用時間的學生，其實驗效果量屬於「等級大」以上，且Scheffé事後比較也有顯著差異，足見動畫的呈現時間對學生學習態度具正面且特殊的學習意義。

The purpose of this project deals with 72 (12th grade) students' dynamic learning performances of molecular chemistry. This study focuses on applications of concept maps and integrated animations as effective teaching tools. The research data are collected by students' achievement tests and learning attitude questionnaire. This strategic study is composed of two group students who took the chemistry course to make students' learning achievements for assessments. Data analyses are used with the one-way covariance of analyses (ANOVA) for students' learning achievements and attitudes. All statistic aspects are indicated in the following major results. After reviewing learning attitudes, experimental group students who accepted applications of concept maps and animations have superior learning achievements and positive learning attitudes in posttests to those of students who didn't accept the guidance of concept maps and animations. For experimental group students who employed different time spans of animations, show effective significant learning attitudes in 6 subscales and have over large effect sizes for molecular chemistry. After Scheffé's post-comparisons, experimental group students with applications of concept maps and animations, show different variables of time spans and effective significant learning attitudes in all scales.

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