The Experiment Behavior, Engagement, and Concept Comprehension of Grade 7 Students’ Virtual Experiments of Radiation Pollution

• Main Authors: YU-SHAN HSIAO, 蕭佑珊
• Other Authors: Hsin-Yi Chang
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/a7k362

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 105 === The main purpose of this study is to understand how learners promote their science concept through experiments to observe learners' experimental behavior and analyze it. 23 seventh grade students when they conducted inquiry using virtual experiments of radiation pollution. Data collected include students using virtual experiment behavior, pre-tests, post-tests that measured knowledge and explanation ability, and the emotional and cognitive engagement survey to identify significant variables that can explain the learning outcomes of students' understanding of the effects of radiation on ecology. The results of this study as follows：(1) There is a significant improvement in the learning outcomes of students' understanding of the effects of radiation on ecology, and the significant variables are "the pre-tests score", "the number of changes in radiation dose", "the number of observed macroscopic changes" and "the number of experiments with control variables". (2) According to past literature, students conducted the experiment with controlled variables is a very important experimental behavior, so "the number of experiments with control variables" as the dependent variable, the other experimental behavior as the explain variables to identify significant variables that can explain the experimental behavior, "the number of experiments with control variables". The results show that the significant variables are "observation of all environmental objects", "the number of changes in radiation dose" and "the number of observed macroscopic changes". (3) Students had postive emotional and cognitive engagement during the virtual experiment activity, but emotional and cognitive engagement are not the significant explained variables of students' understanding of the effects of radiation on ecology.