English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113311/144292 (79%)
Visitors : 50916481      Online Users : 800
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99727


    Title: 探究動態表徵結合即時回饋系統對診斷學生簡單暨串聯電路之另有概念的影響 
    Other Titles: Investigating the Impact of Dynamic Representations with Interactive Response System on Diagnosing Students` Alternative Conceptions of Simple and Series Connections
    Authors: 林靜雯;吳育倫
    Keywords: 另有概念;即時回饋系統（IRS）;動態表徵;簡單暨串聯電路
    alternative conception;Interactive Response System (IRS);dynamic representations;simple and series connections
    Date: 2011-03
    Issue Date: 2016-08-08 11:13:55 (UTC+8)
    Abstract: 運用動態表徵有助於研究者獲得學生對相關抽象概念的先備知識，但動態表徵對學生作答影響的相關研究，卻仍處於起步階段。據此，本研究以靜態圖文表徵及動態表徵結合即時回饋系統兩種測驗方式，分別對100位五年級與138位七年級學生進行簡單暨串聯電路診斷測驗。研究目的除診斷學生簡單暨串聯電路的另有概念外，更探討動態表徵結合即時回饋系統，對診斷學生此主題之另有概念及態度的影響。研究發現，在兩種不同測驗方式影響下，學生持有另有概念的比例分布並不一樣，且動態表徵結合即時回饋系統提高學生選擇正確理由的比例，在七年級的多項成績上甚至達顯著差異。此外，學生晤談資料顯示動態表徵結合即時回饋系統能提升其對題目的理解及參與感。
    Using dynamic representations can assist us to obtain preconceptions of students who do not learn anything about abstract conceptions. However， the impact of dynamic representations on students` response is still unknown. Accordingly， this study adopted static representations (generally used in paper and pencil test) as well as dynamic representations with interactive response system (IRS)， two types of assessment form， to diagnose 100 fifth and 138 seventh graders` alternative conceptions of simple and series connections. There were two aims of this study. First， diagnose students` alternative conceptions of simple and series connections. Second， explore the response types and attitude for dynamic representations with IRS on diagnosing students` conceptions of simple and series connections. With these two assessment forms， the research results found the distribution percentages of response types in fifth and seventh graders were quite different. Besides， dynamic representations with IRS helped students to judge scientific responses. In seventh grade， several scores in the test of the experiment group were even significantly higher than the comparison group. In general， students thought dynamic representations with IRS improved their understanding of test items and attract them to participate in the test.
    Relation: 教育與心理研究, 34(1),79-107
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

    Files in This Item:

    File Description SizeFormat
    34(1)-79-107.pdf1008KbAdobe PDF2504View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback