虛擬教具應用於國小四年級重量概念教學之影響研究

Abstract

本研究利用ADDIE系統化教學設計模式，採用萬用揭示板作為教學輔具設計國小四年級數學重量單元教材，並進一步研究將此教材應用於教學的成效。 本研究採不等組前後測準實驗研究設計，以新竹市一所國小四年級的兩個班級學生為研究樣本，隨機抽取一班為實驗組，一班為控制組。實驗組學生接受以「萬用揭示板」作為教學輔具的教學活動，而控制組學生則進行以傳統實體教具作為輔具的教學活動。兩組學生在實驗前，以前一學期之期末考數學測驗卷作為前測，而後以自編之數學重量單元學習成就測驗作為後測，三週後再以同一份試卷進行延後測。因實驗組與控制組之前測得分在進行獨立樣本t檢定的分析後發現並無顯著差異，因此將兩組之後測及延後測得分再次以獨立樣本t檢定進行分析。在教學實驗過程中以紙筆記錄、錄影、照像等方式蒐集相關資料，並在教學實驗後進行實驗組教師訪談及實驗組學生心得與感想問卷調查，以對比兩種教學環境之異同，以及獲得老師及學生對使用「萬用揭示板」進行教學的想法。 實驗結果主要發現如下： 一、使用「萬用揭示板」作為教學輔具，能在教學前設計好布題，其中內含的虛擬教具具有多變性、便捷性，使得實驗組教師上課時能處理更多的事，用以提升教學的成效。 二、實驗組學生認為「萬用揭示板」很有趣而且能幫助學習。尤其是對虛擬教具「秤」以及「天平」表達高度的肯定，也希望再次有機會接受虛擬教具進行的教學。 三、實驗組的後測平均得分比控制組高，且達到顯著差異。在「秤」、「天平」、「體重計」三個分項主題上，實驗組的平均得分都高於控制組，並達到顯著差異。 四、實驗組的延後測平均得分比控制組高，但未達顯著差異。在分項的表現上，實驗組在「秤」、「天平」二個主題的平均得分高於控制組，並達到顯著差異。

最後根據研究結果與發現，提出若干建議，做為「萬用揭示板」之設計者及使用者未來研究與教學改進之參考。

This study applied the ADDIE model, and used a Web-based virtual manipulatives, Magic Board, as an aid to design instructional materials for the use of teaching fourth grade weight unit. The effect of applying the instructional materials on students’ learning was also explored in this study. A pretest-posttest quasi-experimental design was used. The study involved 64 students in two different classes of an elementary school in Hsinchu city of Taiwan. The classes were randomly assigned to two methods of instruction; a virtual manipulative group and a traditional group. Equivalency of treatment groups was determined by independent t-test on pre-test (the same content as the final test of previous semester) scores. A researcher developed posttest was conducted to measure immediate treatment effect. To measure retention, the posttest was used again three weeks after the posttest was first administered to students. Independent t test was used to exame the differences beween experimental group and control group on the posttest and retention. For an in-depth comparison between the two groups, the classroom climate and interactions among students and teachers were also investigated. Research results were as following: 1. Using Magic Board as an instructional aid, teachers can design content for exploration before instruction. With the multiple properties of variable, simple and direct of the virtual manipulatives, it was observed that the teacher of the experimental group can deal with more teacher-student interactions, and this might promote the efficiency of teaching. 2. Students of the experimental group felt that using Magic Board to learn mathematics was fun and it did help their learning. They especially like the virtual manipulatives of weight-scale and balance. Most of them expressed their hope to have similar lessons which were designed by Magic Board. 3. The experimental group outperformed the control group on the posttest. They seemed to learn more on concepts related to “weight-scale”, “balance”, and “body weight scale”. 4. On the retention test, the average score of the experimental group was higher than the control group, but no significant difference was found. However, the experimental group seemed to perform better on concepts related to “weight-scale”, and “balance”. Based on research results and findings, future suggestions were included for reference.