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| 題 名 | 應用電腦有效教學化學實驗技能--薄層層析 |
|---|---|
| 作 者 | 王澄霞; 蔡曉信; | 書刊名 | 科學教育學刊 |
| 卷 期 | 2:2 1994.09[民83.09] |
| 頁 次 | 頁159-182 |
| 分類號 | 342 |
| 關鍵詞 | 化學實驗單元技能結構圖; 後設認知; 建構論; Chemistry experimental unit skill map; Metacognition; Constructivism; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本研究目的為開發薄層層析(thin layer chromatography, TLC)化學實驗技能之教學及評量模式,此模式依據下列三項構成:1.以內容分析來確認問題,2.以化學實驗單元技能結構圖(以下簡稱單元技能結構圖)為後設認知工具幫助學生建構、組織、及修正其過程概念的認知架構,3.利用教室資訊系統使學習者得到立即的回饋提高學習動機,增強學生專心學習,使學生能自我肯定、自我增強、且透過小組討論自我修正。 研究結果顯示,使用本模式教學化學實驗,學生的試題-反應(item-response)後測正答率、單元技能結構圖分數及實做成果彼此有正相關,亦即單元技能結構圖建構得好的學生,其試題-反應(item-response)測驗成績也高,且單元技能結構圖建構得好,其實做結果亦佳。由此可驗證本教學╱評量模式確實有助於改進化學實驗的教學,能達成化學實驗單元技能的有效學習。 |
| 英文摘要 | A model of computer-based instruction and assessment in teaching a chemistry experimental technique, e.g., Thin layer chromatography was constructed with (A) questions identified by content analysis (B) process-mapping to serve as a metacognitive too, Which helps learners organize, construct, modify, and elaborate their prototype process-concept frameworks, and (C) a classroom information system for consistent feedback and group discussion to promote student's self-generated motivation, self confirmation, self-reinforcement and self-correction. The effectiveness of using the model in instructing organic chemistry experiments was determined. The majority of the students did well in constructing charts, also obtained good experimental results; they were also good in the experimental skill tests and a few students did poorly in constructing their maps, also obtained poor experimental results; they did also poorly in the tests. The model of learning/assessment was thus found effective. |
本系統中英文摘要資訊取自各篇刊載內容。