探討自我解釋提示鷹架褪除程度對概念學習與心智模式表現之影響－以光學成像單元為例

Abstract

本研究旨在探討以「自我解釋提示鷹架褪除程度」，對於學習者在光學成像單元的解題表現與心智模式表現之影響。為達成研究目的，採實驗研究法之準實驗設計，以北台灣某國中八年級的 5 個班級學習者，分為自我解釋提示鷹架褪除程度多(實驗組Ⅰ)和褪除程度少(實驗組Ⅱ)兩組，進行圖文連結及自我解釋範例練習，在熟悉閱讀圖文及自我解釋的方法後，自行閱讀光學成像圖文連結教材，並接受提示鷹架進行自我解釋教學，比較兩組學習者在概念學習成效試卷與心智模式表現試卷之表現差異。本研究亦將各組在依其心智模式的前測表現分為心智模式不完整與心智模式部份完整兩組，比較自我解釋提示鷹架褪除程度，對於心智模式不完整與部份完整學習者之影響。 研究結果顯示，使用自我解釋提示鷹架教學，不論提示鷹架褪除程度如何，均 對於學習者的光學成像概念學習與心智模式表現提昇有所幫助。另外針對不同心智模式表現分組進行分析，結果顯示無論提示鷹架褪除程度多、少，心智模式不完整與部份完整的學習者皆有幫助，兩組的心智模式表現的成長趨勢並沒有顯著差異。最後分析鷹架褪除程度對不同心智模式表現分組於學習成效與學習遷移之效果，結果顯示無論鷹架褪除程度多、少，對於心智模式不完整學習者的心智模式表現提昇幅度，皆較心智模式部分完整學習者來的大，且在凸透鏡以及凹透鏡的學習成效或是學習遷移成效上皆有類似的趨勢，顯示本研究的自我解釋提示鷹架對於心智模式不完整的學習者較有幫助。

This study was designed to investigate the effect of fading self-explanation prompts on students’ conceptual understanding and mental models. To address this aim, a quasi-experimental design was used, and five classes of the 8 th grade students were divided into two groups. The experimental groupsⅠand II received the same learning materials with self-explanation prompts, and the only difference was the degree of fading for self-explanation prompts. Students in both groups read the learning materials on geometrical optics, made connections between the text and the color-cued, corresponding graphs while responding to the self-explanation prompts. The self-explanation prompts implemented in the experimental group I faded greater than those in the experimental group II. Performance of the two groups was compared based on their scores of a test on optical image formation and of a test for mental model about geometrical optics. The effect of fading self-explanation prompts on students with a partial-complete and an incomplete mental model was also examined. The results showed that, regardless its degree of fading, incorporating self-explanation prompts was effective for enhancing middle school students’ performances on conceptual understanding and mental models of geometrical optics. The same effect was found on both students with a partial-complete or an incomplete mental model. The present study also showed that incorporating self-explanation prompts, regardless its degree of fading, has a greater effect on improving quality of mental models for the students began with an incomplete mental model than their counter cohorts. The self-explanation prompts facilitated students’ construction of mental models on learning and transfer tasks about image formation with convex lens and concave lens.