診斷式虛擬實驗導入國中七年級生物科教學之模式與成效

Abstract

實驗能力的訓練能促進學生進行科學學習，且能進而培養其高階思考與解決問題的能力。虛擬實驗已被證實能輔助真實實驗而提升學生的實驗能力，然而現今的虛擬實驗缺乏自動診斷分析功能，使其成效受限。交通大學知識工程實驗室已經研發了一套網頁式科學探究評量實驗編輯系統(Web-Based Authoring System of Scientific Inquiry Assessment ExperIments, WASSAI），利用此系統，學校教師可根據授課內容製作具診斷功能的虛擬實驗(Diagnostic Virtual Experiment,DiVE)。但該系統研發至今，除了進行個別實驗主題的施測之外，尚無將DiVE融入完整的學校實驗課程教學中，加上該系統的使用介面及操作流程還不是十分完善，造成學校老師在使用上的困難。 所以本研究的目的，是希望在WASSAI融入學校實驗課程教學過程當中，對該系統提出回饋，以完善系統的功能及實用性。並且建立DiVE教學導入模式(DiVE Applied to Instruction Scheme,DiVE-AIS)，讓學校授課教師可依循此教學模式進行實驗教學，授課教師能適時並適當地將DiVE融入實驗課程教學中，使學生在活動課程中獲得最佳的學習成效。 本研究利用能對操作歷程做診斷分析的診斷式虛擬實驗(DiVE)規劃具六階段的DiVE教學導入模式(DiVE-AIS)，來有效整合課堂教學、真實實驗與診斷式虛擬實驗(DiVE)，以提升教師教學效果與學生學習成效。經實際課程教學驗證，DiVE-AIS能有效提升7年級學生在生物科的學習成效。

The training of the students'experimental ability can promote their science learning and further foster the high-level thinking and problem-solving abilities. Virtual experiment has been testified to assist real experiment in improving students' experimental ability. However,virtual experiments nowadays lack the automatic diagnosis functionality so as to confine the effects. Knowledge and Data Engineering Lab,NCTU,has developed a Web-Based Authoring System of Scientific Inquiry Assessment Experiments (WASSAI). Using this system,teachers can make a Diagnostic Virtual Experiment (DiVE) according to the content of experimental teaching. However,except for the test of individual experimental subject, the system hasn't been integrated into the complete experimental teaching in schools. In addition, the user's interface and operating procedures of the system not wholesome so as to cause the difficulty for teachers to use it. Thus,the purpose of the research on one hand, aims to feedback the system so as to perfect the function and practicality of it during the teaching process of WASSAI-Integrated experimental course at the school and, on the other hand, to construct DiVE for teacher to follow and practice the experimental teaching. Through DiVE-AIS,school teachers can timely and appropriately integrate DiVEs into the experimental teaching, so that students get the best learning achievement in the curriculum activities. Therefore, this thesis proposes DiVE-AIS with six steps to apply the Diagnostic DiVE to the real classroom instruction of biology to enhance both the science learning of students and the teaching of teachers. The experimental results show that DiVE-AIS is effective and beneficial for the learning achievement of 7th- graders’biology.