标题: 中学生电学心智模型建构与眼动模式之研究:图像或文字方式呈现类比或隐喻的数位学习成效
Research on middle school students’ mental model construction and eye movements patterns involving electricity:The effect of integrating analogy/metaphor with picture/text on-line learning
作者: 陈圣昌
Chen, Sheng-Chang
佘晓清
She, Hsiao-Ching
教育研究所
关键字: 类比;隐喻;心智模型;眼动;analogy;metaphor;mental model;eye movements
公开日期: 2013
摘要:   本研究运用不同教学模式(类比、隐喻)整合不同表征方式(图像、文字)之电学概念的数位学习内容,探讨中学生的电学心智模型建构之成效,亦探讨对学生电学概念成就、电学概念相依推理与电学概念类比推理之影响。本论文分为研究一与研究二。研究一对象为苗栗县某国中九年级的80位学生,所有学生被随机分配至四组(类比图像组、类比文字组、隐喻图像组、隐喻文字组)进行教学,并且用眼动仪搜集四组学生学习的历程资料。结果显示接受类比教学的学生,其映射次数显着多于接受隐喻教学的学生,并且其电学概念成就、建构心智模型的完整性亦显着优于接受隐喻教学的学生。接受图像表征的学生,其分配注意力与概念整合次数显着多于接受文字表征的学生,并且其电学概念成就、电学概念相依推理、心智模型表现皆优于接受文字表征的学生。四种电路串并联的情况下,教学前四组学生持有科学心智图像的比例很低,教学后类比图像组有较多学生持有科学心智图像,类比文字组与隐喻图像组次之,最少为隐喻文字组。推理模式的部分,两颗电池或灯泡串联的情况下,教学前与教学后四组皆有较多学生采用正确推理模式。两颗电池或灯泡并联的情况下,教学前皆只有少数学生采用正确推理模式,教学后四组皆有较多学生采用正确推理模式。研究二对象为苗栗县某国中九年级的211位学生,并随机分配至四组进行教学。结果显示接受图像表征的学生,其电学概念成就、电学概念相依推理与电学概念类比推理表现显着优于接受文字表征的学生,但学生表现没有受到教学模式的影响。四种电路串并联的情况下,教学前四组学生持有科学心智图像的比例很低,教学后四组皆有较多学生持有科学心智图像。两颗电池或灯泡串联的情况下,教学前与教学后四组皆有较多学生能采用正确推理模式。两颗电池或灯泡并联的情况下,教学前四组皆只有少数学生能采用正确推理模式,教学后四组皆有较多学生采用正确推理模式。
This study examined the effect of integrating analogy or metaphor presented in picture or text on-line learning on middle school students’ electricity concept learning, mental models construction, scientific reasoning ability and analogical reasoning ability. This dissertation consisted of two studies. A total of 80 ninth grade students from Miaoli County were recruited to participate in first study. All students were randomly assigned into the four groups (analogy/picture, analogy/text, metaphor/picture, and metaphor/text) and each received one type of online learning, as well as their eye movements being recorded during on-line learning. Results showed that the analogy group outperformed the metaphor group on their electricity concepts and mental models construction. It is line with their eye movement patterns results that students who learned with analogy allocated significantly more mapping processing than the students in the metaphor group. In addition, students who received picture representation performed better on the concepts of electricity test, scientific reasoning test, and constructed more sophisticated mental models than those who received text representation. It is also consistent with their eye movement patterns that students who received picture representation allocated significantly greater amount of attention and more integrated processing than students in text representation group. With respect to students’ mental images, only a few students held scientific mental images in all series/parallel circuits before learning, regardless of any groups. After learning, students in the analogy/picture group tended to held scientific mental images, followed by analogy/text group, metaphor/picture group, and metaphor/text group. With respect to students’ reasoning models involving two batteries or two bulbs in series circuits, students in four groups tended to hold correct reasoning models, regardless of before or after learning. However, only a few students held correct reasoning model regarding two batteries or two bulbs in parallel circuits before learning, regardless of any groups. After learning, students tended to hold correct reasoning models regarding two batteries in parallel circuits, regardless of any groups.
The second study recruited 211 ninth grade students from Miaoli County to participated in this study and were randomly assigned into the four groups. Results showed that students who received picture representation performed better on their electricity concept test, scientific reasoning test, analogical reasoning test, and mental model test than students in the text representation group. However, the effect of analogy/metaphor did not reach significant difference level. With respect to students’ mental images, only a few students held scientific mental images regarding all series/parallel circuits before learning, regardless of any groups. After learning, the majority students of four groups tended to hold scientific mental images. With respect to students’ reasoning models, the majority students in four groups tended to have the correct reasoning models in two batteries or two bulbs in series circuits, regardless of before or after learning. However, only a few students in four groups owned the correct reasoning models involving two batteries or two bulbs in parallel circuits before learning. After learning, the majority students of four groups tended to have the correct reasoning models regarding two batteries in parallel circuits.
URI: http://140.113.39.130/cdrfb3/record/nctu/#GT079748802
http://hdl.handle.net/11536/75041
显示于类别:Thesis