本研究透過設計式研究法(design-based research)，以兩個個案研究探討分散式鷹架對高中生之建模技能與空氣品質概念理解的影響，並據以發展與評估鷹架式建模課程的設計。在鷹架式建模課程中，學生使用空污建模軟體來建構與測試變因關係，並應用所建構出的模式至其他類似的問題情境。本研究收集兩個學校個案研究之探究測驗、晤談資料、學習單、紙本模式、電腦化模式、電腦側錄、錄影資料，以及會議紀錄等研究資料，並透過質性與量化的分析，來比較兩種版本的鷹架式建模課程設計對學生建模學習的影響，並且在每個個案班級中選取一組焦點組學生來分析他們的建模過程，以說明分散式鷹架如何協助學生參與複雜系統的建模學習。
個案研究一的鷹架式建模學習課程具備三項設計特徵，包含融入以學生為中心的專家建模實務特徵、擬真的視覺化工具以支援建模、及提供引導學生學習策略的提示。施測結果顯示學生的建模技能與空氣品質的概念理解均有顯著進步，但在「辨識變因與關係」階段的建模技能進步則較不明顯，此外從焦點組建模過程的分析發現，(1)本課程能提供學生主動參與類似科學家建模實務的機會，(2)學生需要其他形式的鷹架系統支持，以有效運用預先規劃與設計好環境鷹架支持
個案研究二中，根據個案研究一的發現來調整鷹架式建模課程，包括增加「引導式結構化建模」與「營造合作實務學習」兩項設計，以促進學習環境中分散式鷹架的協調整合。共變數分析顯示參與個案研究二的學生在整體的建模技能、辨識變因與關係階段的建模技能，以及大氣穩定度的理解皆顯著優於個案研究一的學生。綜合上述發現，顯示新增的兩項設計可促進分散式鷹架系統組成的互動，進而支持學生參與類似專家之複雜系統的建模實務。

This study investigated how distributed scaffolding may influence the development of high-school students' modeling skills and conceptual understanding about the complex system in air quality. With better understanding of how students construct their modeling skills, this study further proposed and evaluated a modeling course with scaffolding. In the course, students were encouraged to test and construct cause-and-effect relationships between variables by using an modeling tool as well as to applying the models they constructed in similar problem situations. Multiple data were collected from two classes from the same school, including pre-tests and post-tests of modeling skills, interview transcripts, students’ worksheets,models they proposed on papers and in computers, screen-capture videos of students’ use of the modeling tool (process videos), classroom observations (class videos), and meeting
minutes. Through quantitative and qualitative analyses, two versions of the scaffolding curricula were developed and evaluted for how they influenced the development of students' conceptual understanding and modeling skills. The modeling process of the target group from each class was further analyzed for seeing how the distributed scaffolding supported students to construct their models of complex
systems.
The scaffolding modeling curriculum in Study 1 was featured with student-centered modeling practices that was based novice-expert analysis results,modeling tools with authentic visualizations, and prompts that guided students to learn. Significant improvements were found on students’ modeling skills and conceptualization of air quality, but not on their modeling skills on “identifying variables and relationships.” After analyzing the modeling performance of the target groups modeling, I found that 1) the curriculum engaged students the opportunities that they could conduct expert-like modeling practices; and 2) students would be benefited if provided another types of scaffolding that facilitated them to better use of the scaffolding embedded in the curriculum.
Modified from the curriculum in Study 1, the scaffolding modeling curriculum in Study 2 was added features of “guided structural modeling” and “collaboration-invited practices,” in order to improve the coordination of the distributed scaffolding. Results of ANCOVA showed students in Study 2 performed better than the ones in Study 1 on overall modeling skills, identification of variables
and relationships, and conceptualization of air quality. All in all, the additional two features of the curriculum in Study 2 not only promote the coordination of elements in
distributed scaffolding, but also support students to engage themselves in expert-like modeling practices in complex system.

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