應用視覺技術探討學生物質微粒特性的知識類型差異

Assessing Students' Difference Knowledge Categories by Visual Technology in Particulate Nature of the Matter

10.6137/RECT.201712_117.0001

蘇金豆(Su, King-Dow)

三階診斷工具 ； 知識類型 ； 物質微粒特性 ； 視覺技術 ； Three-tier diagnostic instrument ； Knowledge categories ； Particulate nature of the matter ； Visual technology

教育傳播與科技研究

117期（2017 / 12 / 31）

1 - 11

繁體中文

本研究旨在運用視覺技術三階診斷工具，探討學生物質微粒特性之知識回應類型。本研究設計具視覺技術與不具視覺技術的三階診斷試題，探討修過物質微粒特性課程之185位普通大學學生，其知識回應百分率、知識缺乏百分率與信心回應之差異。研究結果顯示如下三點：一、具視覺技術陳述題項的學生，其在三階認知程度較不具者有更佳的成就；二、科學知識理解方面，前者較後者高；三、信心回應則顯示前者較後者高。總之，具視覺技術之三階診斷試題，有助於學生物質微粒特性知識的參與與理解。

The purpose of this study aims at assessing students' knowledge categories by visual technology for the particulate nature of the matter (PNM) with three-tier diagnostic instrument. This research sets up both visual and nonvisual designs for two group students to evaluate different knowledge categories including 185 college students' percentage of correct answering rates, a lack percentage of knowledge understanding, and cognitive percentage of overconfident domains. All results are expounded in the following three major aspects: 1. Students with visual technology make more accomplishments than those with nonvisual technology; 2. Students with nonvisual technology demonstrate less knowledge understanding than those with visual technology; 3. After practices of visual technology, students perform higher percentage of self-assessment up to a surprising level in their knowledge cognitive domain. To sum up, an integrated visual technology with three-tier diagnostic instrument can facilitate students' involvement and assessment for comprehensive understanding in PNM.

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