English  |  正體中文  |  简体中文  |  Items with full text/Total items : 49287/83828 (59%)
Visitors : 7150057      Online Users : 47
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/26765


    Title: 圓週運動電腦模擬教材的學習效果研究
    Authors: 錢正之
    Contributors: 淡江大學教育科技學系
    Date: 1998-03-19
    Issue Date: 2009-12-15 13:47:11 (UTC+8)
    Publisher: 高雄市 : 高雄師範大學
    Abstract: 本研究以問題導向的電腦化教材,協助學生
    在圓周運動作觀念的了解。藉著「觀念衝突」
    的教學策略,引發學生對自己學習狀態的了
    解及學習新知識的動機,從而協助學生自行
    解決圓周運動的問題。在活動中,學生先對
    問題作自己的預測及解釋,在回答一系列的
    引導問題後,再做一次預測,並與先前的預
    測做比較。研究結果發現,在學生解題能力
    方面,使用電腦教材的學生成績顯著優於未
    使用電腦教材的學生。在觀念理解方面,使
    用電腦教材可幫助原本能力顯著較低的學生
    與原本能力較高的學生達到相同的水準。物
    理先備經驗的多寡與平日使用電腦的頻率則
    對學生在電腦化學習環境中的學習成就沒有
    顯著影響。
    The problem-based computer instructional
    material was developed to help students improve
    qualitative understanding about circular motion.
    Through the "conceptual conflict" strategy,
    students identified their own understanding
    about circular motion and then solved the
    problem by themselves. In the activity,
    students were first asked to predict the forces
    and accelerations at various times and positions
    and to provide their explanation. Then they
    were given a series of questions and were asked
    to analyze their own answers to solve the
    problem. The teacher, as a facilitator, used
    Socratic dialogue to provide more help for those
    groups who needed. For problem solving
    ability, students who used computer simulations
    scored significantly higher than those who did
    not use computers. For conceptual
    understanding, on the pretest, students in the
    computer group scored significantly lower than
    students in the non-computer group. On the
    post test, there was no significant difference
    found between the two groups. Student prior
    physics experience and frequency of computer
    uses did not have effects on student
    achievements in the computerized learning
    environment.
    Relation: 第七屆國際電腦輔助教學研討會大會論文專題論文彙編,頁192-199
    Appears in Collections:[教育科技學系暨研究所] 會議論文

    Files in This Item:

    File SizeFormat
    index.html0KbHTML16View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback