電腦輔助環境融入科學建模教學對學生模型建立之影響

The Influence of Integrating Computer-Supported Environments into Science Modeling-Based Instructions on Students’ Model Construction

本研究將模擬遊戲及電腦建模工具融入「海洋永續」單元，以輔助科學建模的歷程。學生在使用了兩個電腦輔助的學習環境之後，建構概念圖。本研究實施於中臺灣七年級的兩個班級，共50位學生。資料蒐集包括概念圖和學生的生物科學業成績。概念圖的評分是基於三個向度，即「要素數量」、「動態關係」和「複雜性」。研究結果發現，在完成模擬遊戲後，學生在要素數量和複雜性的表現上，均是以等級一的人數居多；之後經過電腦建模工具後，則有大幅的進步。但在動態關係向度上，在完成模擬遊戲後，即有74%的學生可以做到「條件式增加或減少」的最高等級，即使經過電腦建模工具後，亦僅有6%的小幅增加，表示模擬遊戲對動態關係的理解是有幫助的，但若欲增加概念間的要素數量與複雜性，就必須藉由電腦建模工具來輔助，才能建立較完整的概念圖。進而分析高成就和低成就學生在概念圖上的表現，結果顯示使用電腦建模工具後，兩組的要素數量、動態關係和複雜性三個向度的最高級別均有增加。換言之，使用電腦建模工具可縮小高成就和低成就學生之間的學習差距。本研究亦針對電腦輔助環境融入科學建模的教學與評量方式提出建議。

In this study, we integrated a simulated game and a computer-based modeling tool into the Sustainable Marine Unit to assist the scientific modeling process. Students constructed concept maps after using the two computer-supported learning environments. The study was conducted in central Taiwan, with 50 students in two seventh-grade classes. Data collection included concept maps and the students’ biology school achievement. The concept maps were scored based on three dimensions, namely “number of elements,” “dynamic relationship” and “complexity.” The study found that after completing the simulated game, the students were mostly at level 1 in terms of “number of elements” and “complexity,” and after using the computer-based modeling tool, they had large gains in these two dimensions. Nonetheless, in the “dynamic relationship” dimension, 74% of students achieved the highest level of “conditional increase or decrease” at the completion of the simulated game. After the use of the computer-based modeling tool, a small increase of 6% existed. The simulated game could support the understanding of the “dynamic relationship,” while the computer-based modeling tool could improve the “number of elements” and “complexity” further. The performance of the high-achieving and low-achieving students on the concept map was also analyzed. Results showed that after using the computer-based modeling tool, the highest level of the three dimensions of “number of elements,” “dynamic relationship” and “complexity” increased for both groups. In other words, the computer-based modeling tool could narrow the learning gap between high-achieving and low-achieving students. This study also provides suggestions for integrating computer-supported learning environments into scientific modeling-based instruction and the relevant assessment.