虛擬教具對於國中學生學習鑲嵌圖形之影響

Abstract

本研究利用系統化教學設計模式，以AMA簡報系統和NLVM的Tessellations為教學輔具設計國中二年級鑲嵌圖形教材，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，以新竹市一所國中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AMA簡報系統和NLVM 的Tessellations作為教學輔具的教學，而控制組學生接受以傳統實體教具作為輔具的教學，並以研究者自編的鑲嵌測驗、學習單、心得及感想問卷、教學過程中的觀察紀錄與影片為工具進行學習成效資料之收集。實驗結果主要發現如下： 一、使用AMA簡報系統和NLVM的Tessellations為虛擬教具教學和傳統 教具教學對於學生學習的效果是一樣的。 二、使用AMA簡報系統和NLVM的Tessellations為虛擬教具教學對於高 分組學生的學習比傳統教具教學效果好。 三、使用AMA簡報系統和NLVM的Tessellations為虛擬教具教學和傳統 教具教學對於低分組學生學習的效果是一樣的。 四、使用AMA簡報系統和NLVM的Tessellations為虛擬教具教學對於不 同性別學生學習的效果是一樣的。 五、使用AMA簡報系統和NLVM的Tessellations虛擬教具為學習環境或 教學，有利於學生減少錯誤並產生新的數學思維與策略。 六、使用AMA簡報系統和NLVM的Tessellations為虛擬教具教學比使用 傳統教具在次規則鑲嵌作業上表現好。 七、使用AMA簡報系統和NLVM的Tessellations為虛擬教具教學可以提 升學生的學習興趣。

This study applied the ADDIE model, and used Web-based virtual manipulatives, Activate Mind Attention and Tessellations of NLVM, as aids to design instructional materials for the use of teaching junior high school students tessellations. 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 72 students in two different classes of a junior high school in Hsinchu city of Taiwan. The classes were randomly assigned to two methods of instruction; a virtual manipulative group and a traditional group. A researcher developed posttest was conducted to measure effect. 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. The learning effect in virtual manipulative group is as effective as in the traditional group. 2. The high-achieving students of virtual manipulative group outperformed the high-achieving students of traditional group. 3. The learning effect of the low-achieving students in virtual manipulative group is as effective as that of the low-achieving students in traditional group. 4. In virtual manipulative group, the learning effect of female students is as effective as that of male students. 5. Activate Mind Attention and Tessellations of NLVM can help students learn mathematics. The students’ new mathematical thinking and policies grow. 6. The virtual manipulative group outperformed the traditional group on demi-regular tessellations’ homework. 7. By utilizing the virtual manipulatives, the students raise their interest in mathematical learning. Based on research results and findings, future suggestions were included for reference.