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|Other Titles: ||An investigation of using "Virtual Laboratory" Digital Courseware to develop "Newton's second law of motion" curriculum in junior high school|
|Authors: ||莊淑娟;Chuang, Shu-Chuan|
|Keywords: ||虛擬實境;系統化教學設計模式ADDIE;牛頓第二運動定律;Virtual Reality;ADDIE;Newton's second law of motion|
|Issue Date: ||2017-08-24 23:58:51 (UTC+8)|
本研究實驗對象為臺北市某國中九年級學生共50人。以「虛擬實驗室」軟體（CVLab）發展實驗課程，應用於教學現場，進行為期八堂課（360分鐘）的教學。研究工具包括量化資料處理分析，以單元教學問卷、學習滿意度問卷了解學生學習動機、學習方式的感受程度是否有提昇；以同一組學生進行學習成就前後測驗，以相依樣本 t 檢定分析學習成就測驗之後測與前測成績平均數的差異是否達到統計上的顯著性差異。另外，輔以質化資料分析，以全程錄影方式做課堂觀察，於課程結束後收集學生學習心得記錄並訪談，藉以了解運用虛擬實境於實驗課程，學生的概念理解情形及學習感受，做為往後應用虛擬實境於課程的設計參考。
This study adopts Design-Based Research (DBR) method together with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) method to design and develop a “Newton''s second law of motion” curriculum in junior high school. Through literature review, we realized the advantages of virtual reality in teaching. Thus, using "Newton''s Second Law of Motion" as an example for experimental course, with curriculum-need analysis and related learning theory, we developed a "virtual reality" experiment activities with teaching strategies and assessment tools. Furthermore, through the process of experimental activities, such as proposing hypotheses, identifying variables, designing experiments, collecting data, mapping results, and conjecturing conclusion etc., we hope not only to help students understand the basic scientific phenomena, principles and theories, but also to train their scientific inquiry ability as well as learning motivation and effectiveness.
There are 50 participants in this study, who are chosen arbitrarily from ninth grade students in a Taipei junior high school. The experimental duration is eight class-hours (360 minutes). “Virtual Reality Laboratory” (CVLab) software together with this experimental curriculum was applying in the class of real teaching environment. Research tools for this experiment include quantitative data analysis on unit-class questionnaire and learning satisfaction questionnaire, to understand whether students'' learning motivation and experiences are improving or not, and, within the same group of students, to measure and analyze whether the average scores of learning achievement dependent samples t tests before and after the learning achievement can reach statistically significant differences or not. In addition, adding the help of qualitative data analysis on the visual recording of entire teaching observation in the class and on the collection of student learning surveys and interviews in order to understand the use of virtual reality in this experimental course, the concept of students'' understanding and learning experiences. All of these can be references for future application of using virtual reality in a course design.
Based on experimental results, we can summarize as following:
1. It is applicable to use “virtual reality laboratory” digital courseware to develop experimental teaching activity design on the “Newton’s second law of motion” in junior high school.
2. Reaching significant differences (p<.05) of the dependent samples t tests from the students in the "learning achievements tests", it indicates that embedding “virtual reality laboratory” digital courseware into “Newton’s second law of motion” experimental teaching is helpful for student to understand the relative concepts through these experimental activities.
3.The satisfactions and suggestions from students who went through experimental teaching courses with “virtual reality laboratory” digital courseware:
(1) Students had sureness and positive attitudes on the feeling and feedback from the experimental activities.
(2) Impressions and suggestions on the usage of operational interface: Students view that it is easy to operate the interface of the virtual reality laboratory. They realize operational steps are helpful to understand the composition of the laboratory instruments. They also agree the simulated experimental environment contains reality, and much more convenient, accurate, and effective than most traditional laboratory.
(3) Students learning motivation can be improved by using virtual reality laboratory on experimental activities.
Finally, based on this investigation results, we propose some suggestions regarding the application of virtual reality laboratory on teaching and course development, hope to effectively show the advantage of virtual reality laboratory, and provide references to the junior high school teacher on experimental teaching curriculum.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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