STS理念融入基礎物理網路教學學生學習興趣之探討

• Main Authors: Yi-Feng Lo, 羅毅峰
• Other Authors: Ching-Song Shern
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/24017447130826278453

碩士 === 國立臺灣師範大學 === 物理研究所 === 90 === An action research is used in the study. The subjects were the students at a senior high school in Taipei. The purpose of study is to explore the students’ learning interesting and the possibility of developing an integrated curriculum based on STS concepts into physics’ instruction in asynchronous learning virtual classroom. The researcher used qualitative paradigm as a major method. The researcher used qualitative paradigm as a major method. Data are collected from literature analyses, STS curricular designs, teacher’s pedagogical content knowledge (PCK), participatory observation records, students’ portfolios, learning journals, achievement records and questionnaires, etc. In order to ensure the quality of data colleted and the objectivity of result analyzed, the researcher uses a variety of analysis explication and multiple resources. The action research was carried out to increase students’ knowledge, learning interesting, open-ended thinking, and problem solving ability. Through the research of this action, the researcher will introspect himself by this track and display self-affirmation about teachers’professional skills. The activities involved in these modules were:(1) theme discussion; (2) brain-storming; (3) using discussion area; (4) multivision; (5) information survey; (6) cognitive map; (7) information given on factory tours; (8)group cooperative learning. The assessments used in this study were: (1) degree of participation assessment; (2) theme creativity assessment; (3) open-ended thinking levels assessment; (4) peer assessment on activities; (5) performance assessment. The findings and conclusions of the study: (1) The STS pedagogy should be provided for the suitable students. (2) From the expose of open-ended questionnaire, curriculums based on STS concept and e-learning motivate them to learn and to explore physics. (3) Multiple assessments adopted appropriately and much more time given for teaching enhanced the effect of students’ learning. (4) The adoption of multiple and flexible curriculum material developed students’ learning abilities. (5) Under such sufficiency of computers supplied by school, the students expressed strong attendance toward the new method of learning. (6) By using discussion area of asynchronous learning virtual classroom, students experienced that they achieved maximum results with little effort through the “group collaborative learning”.