科技如何輔助科學學習？高中生的概念繪圖分析

How Would Technology Assist Science Learning? A Drawing Analysis of High School Students’ Conception

本研究以概念繪圖的方法，調查116位公立高中自然組學生對科技輔助科學學習的概念。研究分析學生的繪圖，得到七個主要概念類別：一、對於科技的表徵；二、學習活動的地點；三、學習活動的形式；四、學習活動的內容；五、學習活動的參與者；六、科技對學習的優勢；七、科技對學習的成效。顯示這些高中生對科技輔助科學學習的概念，不僅含有具體且描述性的、對科技物件、學習活動、地點、形式、內容與人物的表徵，亦能涵括到抽象且分析的、屬於科技對學習之本質的概念，包括科技對學習的優勢與成效之表徵。比較學生在理想與實際科技輔助科學學習概念的差異，發現學生在以下四個面向的部分子面向展現了顯著的差異：對科技的表徵、學習活動的形式、科技對學習的優勢和科技對學習的成效。研究結果顯示，學生的實際經驗與理想概念具有差距。本研究並根據研究結果提出建議與未來研究方向。

This study employed a drawing analysis to investigate 116 senior high school students’ conceptions of technology-assisted science learning. The coding and results suggest that the students’ conceptions include seven categories: Representations of (1) technology, (2) location of learning, (3) types of learning activities, (4) content of learning, (5) participants of learning activities, (6) affordance of learning technology, and (7) effects of learning technology. The results indicate that the students’ conceptions include not only descriptive objects and representations relating to learning events, but also analytic concepts involving the nature of learning technology. When comparing the differences between conceptions of ideal versus actual technology-assisted science learning, we found significant differences in students’ conceptions in four categories, indicating the possible gaps between ideal and actual technology-assisted science learning and teaching. Implications and future investigations are discussed.