网路化双重情境学习模式对国小学生的真菌概念改变之研究.PDF

路 念 易 立理路 年 念行 路 念 念 念念 路 ～路 ～行念 料 念歷路 度力路 更念 更 留 不 兩 數 路 來 度 路 更 念歷 路 念例 念 例降 ～念 路 I 念 度 念路 度路 識度 力 II The Impacts of Web-based Dual Situated Learning Model on Elementary Students “Fungi” Conceptual Change Process Student Kuo-Jung Yi Advisor Dr. Hsiao-Ching She National Chiao Tung University College of Science Degree program of E-learning ABSTRACT The purpose of this study aims to examine the nature and effects of elementary students’ conceptual change on fungi (specifically focus on molds) through the use of web-based Dual Situated Learning Model (DSLM). The steps of development of fungi related web-based DSLM science learning is to (1). examine the attributes of fungi, (2). probe students’ misconception of fungi, (3). analyze which mental sets of fungi students’ lack, (4). design web-based dual situated learning events, and (5). instruct with web-based dual situated learning events for a month. Data collection includes students’ academic scores of science, the questionnaire of students’ learning interest, the achievement test of fungi (pre, post and retention), the process of conceptual change, and the questionnaire of web-learning environment. Results show that experimental group’s (web-based DSLM science learning) performed statistic significant better on both post-test and retention-test than control group (traditional teaching), regardless high or low achieving students. In addition, high achieving students performed statistic significant better on bo