| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 102 === This study aims to compile and analyze the concepts of information technology(IT)tools used in physics teaching of primary and secondary schools. Researchers collected 69 relevant literatures through six electronic databases by systematic review during the period 2000 to 2012. Afterward, we involved the cases of physics teaching and extracted the information in the literatures of IT. This study performs the descriptive statistics by country, education level, hardware tools, software tools, and physical concepts. The result of this research indicates that, among 69 literatures, most of the articles are published by the United States of educational and research institutes (17); the major distribution of physics teaching that involves ICT is in high school (34). Among all the 11 physical concepts of ICT-assisted learning, over one-half (52.17%) of them are Kinematics and Electrical Science. The tools used by physics teaching is dominated by desktop computer, also, cases that use peripheral devices such as detectors, cameras, and robots are wildly seen. In terms of qualitative data, we take software that is wildly used in teaching as our major research target, and separate them as instruction software and software tools according to the functionalities. There are 5 types of instruction software, tutorial, simulation, drill-and-practice, games and tests. And there are 3 kinds of software tools, CSCL software, concepts of mapping software and data analysis software. The result indicates that, among 8 categories of the software, simulation software, mainly used to simulate the physical experiment or physical phenomena, has the highest proportion (40.6%), and other software (such as drill-and -practice software, games software, CSCL software and concept mapping software) also distributed in different cases. We also analysis the learning activities in the case studies through the 13 science process skills developed by American Association for the Advancement of Science(AAAS). The result shows that, within the development of science process skills, besides experiment skills; the remaining twelve skills (such as observation, classification, application numbers, measurement, communication, forecasting, reasoning, etc.)have corresponding teaching cases. The analysis of 69 literatures also shows that the ICT tools supported learning activities depict the principles raised by the constructivist learning theory such as" student-centered", "students learn at their own pace", and "students construct their own knowledge".
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