多媒體輔助教學與機械推理能力差異在高中生學習物理「功與能量」單元之學習成效分析

Abstract

摘要 高中物理課程中的「功與能量」單元中有許多傳統教材無法具體呈現的動態內容，常使高二學生產生嚴重學習落差。有鑑於此，本研究特別製作一份「功與能量」多媒體教材，期能改善此單元學生的學習成效。本次實驗對象為高二學生，並事先對其上學期物理科的「力學」成績進行統計分析得知，在「性向測驗」五個分測驗中，機械推理能力差異對本次實驗之高二兩班學生的物理成績皆達顯著差異。由選取實驗對象分析得知，機械推理能力高分組在傳統教學下成績明顯優於低分組。而多媒體輔助教學可以用更具體方式表現教材內容，是否可以彌補在傳統教學下，因機械推理能力差異對學習成效的影響呢？ 本研究採用實驗設計方法，實驗對象為苗栗一所高中兩個班級學生共88人，實驗教材為高二物理「功與能量」單元，本研究探討多媒體輔助教學與機械推理能力差異對高二學習物理「功與能量」單元之學習成效分析。依中國測驗學會編製之「高一性向測驗」為分類依據，將學習者分為機械推理能力高分組與低分組。 依據統計分析的結果發現如下： 1.「功與能量」單元，多媒體輔助教學組平均50.1分，傳統教學組平均43.8分，學習成效無顯著差異。其原因為機械推理能力低分組在多媒體輔助教學下之學習成效顯著優於傳統教材教學，但機械推理能力高分組在此兩種教學法下學習成效無顯著差異。因研究1未對學生之機械推理能力進行分類，故學習成效未達顯著差異。 2.多媒體輔助教學提昇機械推理能力低分組的學習成效。由本實驗前分析得知，機械推理能力高分組在傳統教學下成績明顯優於低分組，而本實驗結果顯示機械推理能力高分組與低分組在多媒體輔助教學下成績無顯著差異。綜合2、3 研究可知，多媒體輔助教學提昇機械推理能力低分組的學習成效。 3.機械推理能力高分組在不同教學法對學習成效無顯著差異。機械推理能力高分組因理解及推理能力較佳，能由傳統課堂講述中了解「功與能量」單元抽象的觀念，故機械推理能力高分組在不同教學法對學習成效無顯著差異 。 4.機械推理能力低分組在多媒體教材輔助教學下之學習成效顯著優於傳統教材教學。 本研究的結果，可提供物理教師在教導 「功與能量」單元時，依學生機械推理能力的個別差異，給與學習者較好的學習引導。

Abstract After having surveyed correlated literature, it is found that students with different aptitudes in mechanical reasoning will perform accordingly in their Physics classes under traditional pedagogical instruction. However, as an in-service teacher, I am convinced that to vary teaching strategies with the intervention of different instructive equipment will cater to the needs of learners with different styles, thus bridge the gap between the performances in physics made by high-achievers and lower-achievers in Mechanical Reasoning Aptitude Test (MRAT). In the unit of “Work and Energy” in the 11th-grade physics curriculum, plenty of dynamic contests cannot be illustrated under conventional pedagogical instruction, which is likely to widen the gap between the performances made by high-achievers and lower-achievers in MRAT in Physics classes. Since the assistance of multimedia can present the dynamic contents illustratively and vividly, low-achievers in MRAT could thus be motivated and illuminated, thus reducing the gap of learning performances. The purpose of the study was to investigate the effects of multimedia-assisted and traditional instructions on learning performances made respectively by high-achievers and low-achievers in Mechanical Reasoning Aptitude Test (MRAT). The study implemented experimental design method. The subjects were 88 senior high school students of one school in Miaoli County. Based on statistical analysis of the findings are as follows: 1. Prior to the standardized test, groups under multimedia-assisted instruction and tradition instruction averagely scored 50.1 and 43.8 respectively, with little significant difference. There is no significant differences of effects of multimedia-assisted and traditional instructions on learning performances. The group with lower mechanical reasoning ability performed better under the multimedia-assisted instruction than under traditional instruction. In contrast, the group with higher mechanical reasoning ability made similar performance under two instructive methods. Since in experiment I, subjects were not grouped based on their mechanical abilities, there was no significant difference yielded. 2. Multimedia-assisted instruction can enhance the learning effects of group with lower mechanical reasoning ability. According to this study, under traditional instruction, group with higher mechanical reasoning ability performed significantly better than their counterpart with lower mechanical reasoning ability. On the other hand, under multimedia-assisted instruction, two groups made similar performances on the post-test. Synthetically deduced from the results of experiment II and III, multimedia-assisted instruction can enhance the learning effects of group with lower mechanical reasoning ability. 3. There was no significant difference yeilded in learning effects after high-achievers in Mechanical Reasoning Aptitude Test (MRAT) had been under multimedia- assisted and traditional instructions respectively. Since the group with higher with better mechanical reasoning ability, they can grasp the abract concepts in the Unit of Work and Energy under conventional instruction. 4. There was a significant difference in learning effects after low-achievers in mechanical reasoning aptitude test had been taught under multimedia- assisted and traditional instructions respectively. The results of the study provide physics teachers with insights into teaching students with different mechanical reasoning abilities, particularly when they offer instructions on the unit of “Work and Engergy.”

Keyword: CAI, mechanical reasoning abilities