科學建模之數位學習---探討解釋導向的學習鷹架設計對建模推理歷程與學習成效之影響

Abstract

本計畫利用Blumschein (2008)所提出的 model-centered instructional design (MCI design) 來發展適合國中階段學習者的數位建模課程。本研究欲延續前一年開發之生物建模課程 (face-to-face 課程)，融入數位學習環境與學習鷹架設計，探討數位建模課程對國中生於生物 概念、科學推理、模型知識以及建模能力學習成效之影響。 本計畫為兩年期之研究。除發展數位建模平台並進行相關系統測試以及使用者測試之 外，第一年之研究內容主要為設計引導問題提示工具作為學習鷹架，以兩個國一生物班級實 施數位建模課程，探討引導問題提示工具的設計對學習者在形成模型、利用模型進行預測以 及利用實驗證據來評估模型和提出解釋之能力有何影響? 並利用分析結果作為數位建模平 台的形成性評量，以調整或修改學習鷹架之設計。第二年則進行總結性評量，比較數位建模 課程以及傳統實驗課程對國中生在提升生物概念、科學推理能力以及有關模型知識的學習上 是否有所不同? 本研究亦將於建模課程結束後，針對實施數位建模課程班級進行建模挑戰單 元，探討學習者於學習鷹架逐漸撤離的情形下將其所學的建模能力應用至新的學習情境之情 形。本研究所發展的數位建模課程可供進行相關課程教學的現場教師所用，研究結果亦能提 供教師以及課程發展者在設計建模教學課程和學習鷹架時參考。

The purpose of the study is to develop a web-based, model-centered learning system to support middle students’ learning on 7th grade biology and to explore the effectiveness of this instruction on 7th graders’ development of biology concepts, scientific reasoning, knowledge about models and modeling ability. This study is a two-year design. In the first year, this study plans to use model-centered instructional design (MCI design), proposed by Blumschein (2008), to guide the design of the web-based, model-centered learning environment. In the first year, the goal of the study is to develop structured-question prompts as a scaffolding tool to guide students’ reasoning during their processes of modeling. In addition, the researcher wants to investigate how the structured-question prompts support learners’ model synthesis and guide their use of a model for prediction, as well as model evaluation. The results of the first-year study will be used for improvement of the web-based, model-centered learning system. The goal of the second year study is to evaluate effectiveness of the web-based, model-centered instruction on 7th graders’ learning outcomes. Four classes of 7th graders will be participated, and methods of data collection include: (1) a two-tier diagnostic instrument on 7th grade biology, (2) a Students’ Understanding of Models in Science (SUMS) questionnaire, and (3) an Inventory of Scientific Reasoning. The effectiveness of the two sets of instructions: web-based, model-centered instruction and traditional biology laboratory will be compared in terms of quality of students’ understanding about biology concepts, understanding of models in science, level of scientific reasoning, and learners’ ability to transfer their modeling ability to a new situation. This study will provide empirical evidence for how web-based modeling instruction support 7th graders’ learning with models. The findings will provide suggestions for future research on model-based instruction and have practical implications for teachers who are interested in implementing web-based, model-centered instruction.