應用數位說故事環境支援學生建構科學解釋

Applying Digital Storytelling Tools to Support Construction of Scientific Explanation

本研究應用數位說故事環境支援學生使用多元表徵建構科學解釋，探索學生在數位說故事環境中如何建構科學解釋，以及對學生的學習成效、學習科學概念和方法的影響。因此，本研究在教室課堂中進行「預測－觀察－解釋」的科學探究活動，蒐集42位學生在數位說故事環境中使用多元表徵建構的科學解釋、學習測驗及學習科學觀點問卷。結果發現，數位說故事環境對學生學習科學具有正面的效益，不僅支援學生使用多元表徵建構科學解釋，且以說故事方式能清楚地呈現學生建構科學解釋使用的策略，這些策略包含簡單生活經驗描述、參考資料總結、類推過程描述與分析過程描述。研究結果顯示，這樣的學習環境有助於提升學生科學學習成效，改善學生以記憶、為了考試、練習與計算的學習科學概念，提高學生以應用的觀點學習科學，以及促進學生使用深層策略和深層動機學習科學。最後，本研究根據實驗結果提出建議作為教師與未來研究的參考。

The study applied a digital storytelling environment to support students in constructing scientific explanation using multiple representations. The purpose of this study is to explore how students construct their scientific explanation in the digital storytelling environment, and to investigate their learning performance, conceptions of and approaches to learning science. The study engaged students in a Prediction- Observation-Explanation (POE) inquiry learning activity, and analyzed their scientific explanations, learning tests, and their perceptions toward conceptions of and approaches to learning science during participating in the environment. The result showed the positive effect of the digital storytelling environment on learning science. The environment supported students to construct scientific explanation using different representations with multiple strategies: The study identified four significant strategies, including simple life experience description, referential data summarization, analogical process depiction, and analytical process depiction. It was also found that the environment enhanced students’ science learning performance while reducing their tendency to consider learning sciences as memorizing, testing, calculating and practice. Moreover, the environment facilitated them to use deep strategy and motivation to learning science. The limitations of the results and suggestions for teachers and future research were discussed based on findings of this study.