平板即時回饋系統融入教學對國中教師之科技學科教學知識(TPACK)與對學生個人與情境興趣之影響

Abstract

本研究旨在探討平板即時回饋系統融入課堂，對國中教師之科技學科教學知識(TPACK)與對學生個人與情境興趣之影響。參與者為162位國中七、八年級學生及八位國中教師。透過半結構式質性訪談，訪談八位教師於平板即時回饋系統融入課程之教學流程。另透過學習興趣問卷，探討平板即時回饋系統融入課堂之前與之後的差異，以及對學生之個人學習興趣與情境學習興趣之影響。此外，透過不同學科對個人學習興趣與情境學習興趣之預測，探討教師使用之教學模式對學習者之個人學習興趣與情境學習興趣的影響。 本研究透過訪談教師，探討平板即時回饋系統融入對教師之科技學科教學知識與教學模式之影響，研究結論如下：1.較活潑之主題性質便於教師進行教學，2.先講解後測驗為最多教師融入平板即時回饋系統之教學模式，3.平板即時回饋系統可作為測驗與輔助之有效工具，4.教學情境對平板即時回饋系統融入課堂產生影響。另對於學習者之學習興趣結果發現：1.平板即時回饋系統融入對學生之個人學習興趣與情境學習興趣皆無顯著提升，2.在本研究所融入的四個科目中，家政科透過平板即時回饋系統融入課堂，較能提升學習者個人學習興趣與情境學習興趣。主要原因為家政科教師使用遷移性與深入性之思考題型，且家政科與生活能夠連結，因此對學習者學習興趣產生影響。 本研究建議，截至目前平板即時回饋系統相關研究，本研究發現平板即時回饋系統為較新興之教學科技，因此相關研究較少，未來可將即時回饋系統分為平板與傳統兩組，以實驗研究法進行對照與比較。另建議透過增加實施時間，以探究更多元之教學模式，同時能夠研究不同教學策略融入或相同學科對教師的影響。本研究成果希望能作為教師之科技學科教學知識與學習興趣相關研究之參考，亦期望提供教學現場的教師將平板即時回饋系統融入課堂教學之建議。

The purpose of this study was to investigate the effect of implementing tablet IRS in classroom instruction on junior high school teachers' Technological Pedagogical and Content Knowledge (TPACK) and students' personal and situational interest. Participants were 162 junior high school students and eight teachers. Semi-structured interview with eight junior high school teachers was conducted to understand how participating teachers implement tablet IRS in their classroom instruction. Learning interest survey was completed by the students to investigate the effect of implementing tablet IRS on students’ personal and situational interest. We also analyzed how teachers’ content knowledge and teaching methods may influence students' personal and situational interest. This study found that 1) course subjects that are more interactive help teachers teach more effectively, 2) teaching students concepts before conducting activities with tablet IRS is favored by most of the participating teachers, 3) tablet IRS is an effective tool to measure students’ performance and support the classroom instruction, and 4) the teaching context has an effect on the instruction with the tablet IRS. The results related to students' interest showed that 1) there was no statistically significant difference in students’ personal and situational interest before and after the implementation of tablet IRS in classroom instruction, and 2) among the four subjects of the courses investigated in this study, the home economics course better enhanced students’ personal and situational interest. It may be that the teacher incorporated the activities which facilitated students’ knowledge transfer and deep thinking into the classroom instruction and that the topics of home economics are associated with students’ daily life so that the home economics course enhanced students' interest. Tablet IRS is a relatively emerging technology, so there is a lack of related research. Therefore, the results of this study suggested that future studies may employ an experimental design to further investigate the benefits and effect of the tablet IRS. Secondly, future studies may increase the duration of the implementation in order to investigate more diverse methods of teaching with tablet IRS in classroom instruction and further explore how different teaching strategies influence TPACK on the same course. Recommendations and suggestions related to TPACK and students' interest for educators and in-service teachers were also provided.