- 作者: 王澄霞; 蔡曉信
- 作者服務機構: 國立臺灣師範大學化學研究所
- 中文摘要:
本研究目的爲開發薄層層析(thin layer chromatography, TLC)化學實驗技能之教學及評量模式,此模式依據下列三項構成:1.以內容分析來確認問題,2.以化學實驗單元技能結構圖(以下簡稱單元技能結構圖)為後設認知工具幫助學生建構、組織、及修正其過程概念的認知架構,3.利用教室資訊系統使學習者得到立即的回饋提高學習動機,增強學生專心學習,使學生能自我肯定、自我增強、且透過小組討論自我修正。
研究結果顯示,使用本模式教學化學實驗,學生的試題 – 反應(item – response)後測正答率、單元技能結構圖分數及時做成果彼此有正相關,亦即單元技能結構圖建構得好的學生,其試題 – 反應(item – response)測驗成績也高,且單元技能結構圖建構得好,其實做結果亦佳。由此可驗證本教學∕評量模式確實有助於改進化學實驗的教學,能達成化學實驗單元技能的有效學習。 - 英文摘要:
A model of computer-based instruction and assessment in teaching a chemistry experimental technique, e.g., Thin layer chromatography was constructed with (A) questions identified by content analysis (B) process-mapping to serve as a metacognitive tool, Which helps learners organize, construct, modify, and elaborate their prototype process-concept frameworks, and (C) a classroom information system for consistent feedback and group discussion to promote student’s self-generated motivation, self-confirmation, self-reinforcement and self-correction.
The effectiveness of using the model in instructing organic chemistry experiments was determined. The majority of the students did well in constructing charts, also obtained good experimental results; they were also good in the experimental skill tests and a few students did poorly in constructing their maps, also obtained poor experimental results; they did also poorly in the tests. The model of learning/assessment was thus found effective. - 中文關鍵字: 化學實驗單元技能結構圖; 後設認知; 建構論
- 英文關鍵字: Chemistry experimental unit skill map; Metacognition; Constructivism