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題名 | 融合5E 探究式教學法的高中職奈米科技專題實驗教材設計--以「奈米二氧化鈦光觸媒」為例=Applying the 5E Inquiry Learning Cycle Teaching Strategies to Design the Instructional Materials of Thematic Experiment in Nanotechnology Used in Senior High and Vocational Schools: Using a Lesson on TiO2 Nano-Photocatalysts as an Example |
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作者 | 楊和學; 石豫臺; | 書刊名 | 物理教育學刊 |
卷期 | 14:2 2014.01[民103.01] |
頁次 | 頁113-125 |
分類號 | 524.36 |
關鍵詞 | 奈米科技; 5E 探究式教學法; 奈米二氧化鈦光觸媒; 專題實驗; Nanotechnology; 5E inquiry learning cycle teaching strategies; TiO2 nano-photocatalysts; Thematic experiment; |
語文 | 中文(Chinese) |
中文摘要 | 本研究針對奈米科技領域中的「光觸媒」概念,以5E 探究式教學法為設計理念,以奈米二氧化鈦光觸媒為教學主題,開發出高中職適用的奈米科技專題實驗教材與課程。本教材在實施時,亦與一般驗證式實驗教學進行對照,之後再透過量化與質性資料的蒐集與分析,探討融合5E 探究式教學法的奈米二氧化鈦光觸媒專題實驗教材對光觸媒概念學習與探究能力培養的成效。本教材有以下幾點特色:(一)活動與問題結合,提供學生思考情境;(二)透過對話營造新的問題與假設;(三)經過討論統整正確的觀念;(四)引導相關概念後,才進行實驗操作與紀錄;(五)對於實驗現象與數據的開放式討論與解釋;(六)實驗實作與概念引導結合,交錯進行。量化分析的結果顯示,本教材對學生在奈米二氧化鈦光觸媒的「概念學習」與「探究能力培養」確有顯著成效。藉由質性資料深入探討後更發現,將概念探究與實驗教學結合的教學策略,有助於提高學生在課堂的學習力。 |
英文摘要 | In this study, the 5E inquiry learning cycle teaching strategies, aimed at the concepts of photocatalyst in nanotechnology, was adopted as the design concept for developing instructional materials and a course based on TiO2 nano-photocatalysts suitable for senior high and vocational school students required to complete thematic experiment in nanotechnology. The implementation of these instructional materials was compared with general confirmatory experiment instruction. By collecting and analyzing quantitative and qualitative data, this study explored how the implementation of the developed instructional experiment materials affected how the students learned photocatalyst-related concepts and cultivated inquiry ability. The instructional materials possessed the following features: (a) The activities and problems were combined to present students thinking context ; (b) new problems and hypotheses were generated through dialogue; (c) correct concepts were clarified and systematized through discussion; (d) experimental operations and records were conducted only after relevant concepts were introduced; (e) open discussions and explanations were conducted for the phenomena and data derived from experiments; and (f) experimental practices and concept introductions were integrated and implemented alternately. The quantitative analysis results showed that using these instructional materials significantly benefited the students’ concept learning and inquiry training on TiO2 nano-photocatalysts. Moreover, examining the qualitative data revealed that an instructional strategy that combines concept inquiry with experiment instruction can facilitate students’ learning capabilities in class. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。