| Summary: | 碩士 === 國立臺灣大學 === 物理研究所 === 99 === ABSTRACT
The aim of the study was to design an integrated laboratory teaching system meeting the context in Taiwan – taking RC/RL basic AC circuit as the topic to design two integrated laboratory teaching models, including “manipulation skill training experiment – guided inquiry experiment – open guided inquiry experiment” and “manipulation skill training experiment – confirmatory experiment – open guided inquiry experiment.” ELVIS was used to replace traditional instrument. The main purpose was to explore the learning effects of the two teaching models on students, which included the influences of scientific concepts, instrument manipulation, problem solving, and experiment design on the students. In addition, the study also compared the differences between students’ learning that the two teaching models caused to realize the degrees students could accept about integrated laboratory teaching and ELVIS.
Seventy four students attending the same general physics course participated in the group instruction of this study. All the data were collected and analyzed by a questionnaire, pre-test and post-test of learning effects, video recording at classroom, and experiment recording learning sheets.
The results were as follows:
I. Integrated Laboratory Teaching Models
The two integrated laboratory teaching models were designed according to the effective teaching model by Dick & Reiser (1989):
i. Instrument-training experiment - confirmatory experiment - open guided inquiry experiment
ii. Instrument-training experiment – guided inquiry experiment - open guided inquiry experiment
II. The two integrated laboratory teaching methods had significant effects on improving students’ learning.
III. There was no significant difference between the two integrated laboratory teaching methods on improving students’ learning effects.
IV. Students’ feelings and opinions about ELVIS
i. ELVIS could elicit students’ attention and their willingness to conduct experiments.
ii. ELVIS could make students feel it easy and convenient to conduct experiments.
iii. Eighty percent of the students preferred to conduct experiments by ELVIS.
iv. Students felt it important to be familiar with ELVIS before conducting experiments.
v. Students felt it necessary to learn ELVIS for the first experiment.
vi. Fifty percent of the students had confidence of using ELVIS to measure the nature of circuit elements and not being afraid of operating instruments.
V. Students ‘feelings and opinions about integrated laboratory teaching
i. Students felt that the first instrument learning course was helpful for experiments; besides, they would be more familiar with the manipulation of ELVIS after the teacher’s lecturing.
ii. Students felt that the instructor’s guidance and lecture were helpful for learning.
iii. Students could understand the meaning of the steps of experiments and the electricity concepts the experiments conveyed.
iv. Group discussion could enhance learning.
v. About the second experiment, A group students preferred confirmatory experiments, while for B group students, some of them preferred inquiry-based experiments, others preferred confirmatory experiments.
vi. Integrated laboratory teaching could help students learn the ability of analyzing statistics and graphs, cultivate the ability of exploration, enhance learning effects, and investigate the nature of unknown circuit elements.
vii. Students liked the entire experiment arrangement.
viii. What students gained most in the integrated laboratory teaching included the understanding of electricity-related concepts and the manipulation of ELVIS, which was the goal of this teaching design.
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