技術型高中奈米科技教材及學習評量之研究

The Study of Nanotechnology Teaching Material Development and Performance Assessment for Vocational Students

本研究旨在建構技術型高中機械科專業科目的奈米科技教材，以及發展融入 式教學模式。本研究透過實驗研究法進行驗證，所發展的教材包含28 個單元、 14 個章節的機械材料科目，以及10 個單元、6 個章節的機械製造科目。此外， 本研究亦建構了包含知識、態度和表現的KAP 評量工具，以評估學生學習成效。 總共219 位選自北臺灣技術型高中的學生參與為期12 周的實驗教學。經雙因子 共變異數分析(Two-way MACOVA)與單因子共變異數分析(one-way ANCOVA)後， 結果顯示實驗組的奈米科技在奈米知識和態度的學習表現優於控制組。分析結果 支持本研究基於學習理論所發展的教材，能夠提升學生對奈米科技的學習表現。 此外，經過信效度驗證的評估工具可有效評量學生對奈米科技知識、態度、表現 的學習成果。最後，研究結果支持融入式課程的策略，可有效強化技術型高中學 生對新興科技的學習表現。

The main purpose of this study is to develop nano-technology materials for professional subjects to in-fused into a curriculum teaching model design for students who major in mechanical engineering. The research employs a quasi-experimental method to carry out the course that includes twenty-eight sections and fourteen chapters in Mechanical Materials as well as ten sections and six chapters in Mechanical Manufacturing. In addition， an assessment tool， the KAP scale consisting of three subscales， that is， knowledge， attitude， and performance， that developed by researchers to assess students’ learning performance. There are 219 students in a vocational school in the northern Taiwan had involved in this research and taught for 12 weeks in a semester with an experimental teaching method. This study employs two-way MACOVA and one-way ANCOVA to analyze data in pre-test and post-tests both. The results show that the learning performance of experimental groups is better than control groups in nanotechnology knowledge and attitude. The result shows that the developed teaching materials base on leaning theory can promote vocational students’ performance toward nanotechnology. Further， a validation instrument had developed in this study for measure the outcome of students’ nanotechnology knowledge， attitude， and performance. In addition， result supported that the infused into curriculum strategy is an effective approach to enhance vocational high school student’s emerging technology learning.