The Content Analyze and Junior High School Students’ Evaluation and Learning of the Program “Technology Kaleidoscope”

• Main Authors: Yu-yin Lin, 林宇音
• Other Authors: Chih-hsien Wu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/04557691231367529531

碩士 === 國立臺南大學 === 教育經營與管理研究所 === 93 === The science education nowadays emphasizes cultivating people with scientific literacy, including science knowledge, scientific method and attitude. This study focused on two units of “Technology Kaleidoscope” fabricated by National Science Council to analyze the contents of the program and to confer students’ comprehension and attitude toward the program. This study consisted of three phases. Firstly, researcher analyzed the program to bring up contents and presentation mode. Secondly, researcher applied a quasi-experimental design, in which 206 students were surveyed after watching the film to analyze students’ comprehension and evaluation of the program. Finally, to know students’ favorite presentation mode, deeply impressed contents, and the reasons why they chose, this study applied a questionnaire and a semi-structured interview with 20 students. The findings of this study concluded as followings: 1.the contents and presentation mode of “Technology Kaleidoscope”: (1) some nouns are too difficult to understand; some concepts are not coherent and complete. (2) the presentation of program is too speedy; the professional exposition is used too much; animation and figures are used well; subtitles are not used appropriately. 2. Students’ program comprehension: (1) all testers’ grades in posttests are higher than pretests, that indicates students can understand the key concept of the program. (2) the prior experiences of second grade students’ are higher than the first grade students’, but the comprehension of some concepts are worse. The prior experiences of the second grade students are not enough and which will jeopardize their learning of new knowledge. (3) some misconceptions students got from their daily life were not clarified in the program. (4) students have better program comprehension on the contents with multiple presentation mode. 3. students’ program evaluation: (1) students kept a positive attitude to the program. (2) vivid and comprehensible presentation modes were loved by the students. Besides, students thought that computer animation, experiment demonstration and caption presentation of TV program, and pictures taking of scenery are helpful to comprehend the concepts. (3) the novel contents which are correlated to students’ daily life, previous experiences, and personal interests attracted students’ attention more.