Author: |
陳薏琪 Chen, Yi-Chi |
---|---|
Thesis Title: |
模組化科學育傳影片應用於科學學習之初探 Investigating Modular Science Edu-Communication Media Usage in Science Learning |
Advisor: |
張俊彥
Chang, Chun-Yen |
Committee: | 黃俊儒 劉湘瑤 |
Approval Date: | 2021/07/01 |
Degree: |
碩士 Master |
Department: |
科學教育研究所 Graduate Institute of Science Education |
Thesis Publication Year: | 2021 |
Academic Year: | 109 |
Language: | 中文 |
Number of pages: | 192 |
Keywords (in Chinese): | 科學學習 、科學育傳 、模組化 、5E |
Keywords (in English): | Science Learning, Science Edu-Communication, Modularization, 5E Instructional Model |
Research Methods: | 半結構式訪談法 |
DOI URL: | http://doi.org/10.6345/NTNU202100986 |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 72 Downloads: 9 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
本研究以「製作適合教學現場之影片架構」為目的,從科學育傳影片的概念出發,以「模組化」概念作為影片的主要架構,並將「5E理論架構」作為模組化影片的模塊內容,製作出有理論支持的「模組化科學育傳影片」。
研究方法分為兩部分:第一,製作影片。先選擇一課程單元作為影片主題,並以5E為主軸撰寫腳本。為了讓影片內容具備正確性,在影片製作前後皆請專家及教師確認影片內容。第二,影片應用。影片完成後,研究者邀請五位教師利用影片設計課程,並進行教學。研究者在課程結束後,與授課教師進行深度晤談,以了解本研究所研發之「模組化科學育傳影片」應用於教育現場的情形,例如:此影片設計,能否改善現場教師過去將影片融合進課程的困難。
經本研究質性分析結果發現,教師多表示「模組化科學育傳影片」對於影片融入課程有所助益。而正向的回饋大多歸因於:影片「模組化」的特性,使得每部影片時間皆在3分鐘左右,且「模組化」自由組合的特性,還能讓教師依課程選擇合適的影片模塊。
總體來說,結合「模組化」與「5E理論架構」的「模組化科學育傳影片」,能改善現場教師將影片融入教學的困難。然而「模組化科學育傳影片」是新的影片呈現模式,因此本研究期待未來更多研究的投入,藉此了解此影片架構與設計對學生之影響,並提供更多教學內容以減緩現場教師之負擔。
This research aims at developing a media model while producing science education videos to fit in different course designs. Therefore, the Modular Science Edu-Communication Video included Modularization and 5E Instructional Model, and try to fit the spirit of Science Edu-Communication Media.
The research methodology includes two parts: 1) video production and 2) video application. First, the video script was written based on 5E Instructional Model, with one course unit chosen as the video content. To ensure the video content accuracy, both field expert and school teacher checked the contents before and after video production. As for video application, the researcher invited five teachers to incorporate the video in their course designs while carring out their teaching. To understand the effect of this video in science teaching, an in-depth interview was conducted after each class.
According to the result of qualitative analysis, most teachers felt the Modular Science Edu-Communication Video was helpful to be integrated into their lessons. Teachers’ positive feedbacks were mainly attributed to the modular characteristic of the videos. Each video only took about 3 minutes and included different learning phrases. This allowed teachers to freely incorporate the most suitable videos into their lessons.
In general, the Modular Science Edu-Communication Video which combines “Modularization” and “5E Instructional Model” could help overcome teachers’ difficulties in integrating videos into their teaching. However, since this media model is relatively new, more research inputs are expected in the future in order to better understand the impacts that this media model may have on students.
⚫ 中文部分
1. TILSSC(2020年7月30日)。國際數學與科學教育成就趨勢調查 Trends in International Mathematics and Science Study(TIMSS)計畫簡介。https://tilssc.naer.edu.tw/timss.
2. 文化部(2018)。流行音樂新媒體應用節目製播計畫補助要點。臺北:文化部影視及流行音樂產業局。
3. 王啟祥、于瑞珍、李欣恬(2012)。科學博物館大銀幕電影院選片之前置性評量。博物館學季刊,26(2),175-195。
4. 利品昇(2018)。以框架分析觀點探討教育性科學新聞產製過程的衝突(未出版之碩士論文)。國立臺灣師範大學,台北市。
5. 吳品萱(2016)。科學傳播與教育的結合:科學教育理念下的電視科學新聞對學習者的科學-覺知、享受、興趣、觀點形成、與理解(AEIOU)之影響(碩士論文)。取自臺灣博碩士論文系統。(系統編號104NTNU5231006)
6. 吳景達(2015)。生態影片賞析對觀眾學習成效之探討。博物館學季刊,29(1),55-63。
7. 宋南屏(2011)。利用「故事式教學模組」進行國小六年級整數四則運算補救教學之學習成效探究(碩士論文)。取自國立台中教育大學機構典藏。(系統編號987654321/5496)
8. 李佳蓉(2015)。提升教學成效-影片融入教學之探討與策略。科技與人力教育季刊,1(4),1-13。
9. 林琬縈、周建和、蘇明俊(2010)。以5E學習環教學模式為基礎探討高職進修學校物理教學策略之行動研究-以摩擦力單元為例。物理教育學刊,11(2),19-29。
10. 施勳鉁(1997)。生活科技課程模組化教學之探討。中學工藝教育,30(7),16-20。
11. 洪清林(2012)。教師之教學準備與教學效能及其運用數位媒體關係之研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號101NTTU0576040)
12. 科技部(2020年8月5日)。「科普新視界」打造推廣科普知識的新頻道。科技部。https://www.most.gov.tw/folksonomy/detail?subSite=main&article_uid=8f304668-3a3b-4e58-8ada-7039e7705fb7&menu_id=9aa56881-8df0-4eb6-a5a7-32a2f72826ff&l=CH&utm_source=rss.
13. 張民杰(2012)。影響國中自然領域教師教學方法採用之因素初探。國民教育學報,9,147-174。
14. 張俊彥、吳昱峰(2016)。科學教育傳播新想法。科學研習,55(11),57-62。
15. 張敬宜(2001)。多元學習情境教學模組之研發-以“二氧化碳”主題為例。科學教育學刊,9(3),235-252。
16. 張源泉(2011)。德國大學理念與教學範式之轉變。當代教育研究季刊,19(2),1-40。
17. 教育部(2002)。中華民國媒體素養教育政策白皮書。臺北:教育部。
18. 教育部(2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校自然科學領域。臺北:教育部。
19. 教育部國民及學前教育署(2021年6月21日)。12年國教。108課綱資訊網 十二年國民基本教育。https://12basic.edu.tw/index.php.
20. 許育典(2010)。媒體素養教育在我國公民教育的現況與檢討。當代教育研究,18(4),121-159。
21. 陳珈惠(2013)。開放式課程之再利用及模組化-以微積分課程為例(碩士論文)。取自臺灣博碩士論文系統。(系統編號101NCTU5507094)
22. 黃俊儒(2014)。面對公民社會的大學媒體素養教育。載於陳炳宏、柯舜智、黃聿清(主編),教學與學教:高等教育媒體素養教學參考手冊(29-40頁)。臺北:國立台灣師範大學出版中心。
23. 楊志隆(2005)。以 5E 學習環教學模式提昇學童科學態度成效之研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號093NPTTC476003)
24. 趙意妙(2011)。新聞媒體自由的權利本質(碩士論文)。取自臺灣博碩士論文系統。(系統編號099TKU05664019)
25. 劉祥通、黃國勳(2003)。實踐小學因數教學模組之研究。科學教育學刊,11(3),235-256。
26. 蔡銘修、楊雅清(2016)。運用影片輔助教學對國中學生理化課程學習感受之探討。臺灣教育評論月刊,5(10),102-106。
27. 鄭竣玄、黃啟彥(2003)。模組化生活科技教學設計。生活科技教育,36(2),53-65。
28. 賴文正、王浩偉、張盛義、黃鐘禎(2007)。教學助理應用多媒體教學及實施成效之研究-以「普通物理」為例。大同大學通識教育年報,3,233-246。
29. 關尚仁、侯志欽、姜孟宏、張蕙蘭、郭俞彣(2006)。臺灣科普傳播事業催生計畫整體計畫之規劃計畫。行政院國家科學委員會專題研究計畫(計畫編號:NSC95-2515-S-004-003)。臺北:國立政治大學廣播電視學系。
⚫ 英文部分
1. Abhijit, B.(2012). Science Communication through Mass Media. Research Journal of Recent Sciences, 1(1), 10-15.
2. Baram-Tsabari, A., & Osborne, J.(2015).Bridging science education and science communication research. Journal of Research in Science Teaching, 52(10), 1451-1451.
3. Bektaş, O. (2011). The effect of 5E learning cycle model on tenth grade students’ understanding in the particulate nature of matter, epistemological beliefs and views of nature of science.
4. Brame, C. J.(2017). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 15(4), 1-6.
5. Brown P. L. & Abell S. K. (2013). Examining the Learning Cycle. In Hanuscin D. L. & Rogers M. P., Perspectives: Research & Tips to Support Science Education, K-6 (pp. 21-24). America: National Science Teachers Association.
6. Brunvand, S.(2010). Best Practices for Producing Video Content for Teacher Education. Contemporary Issues in Technology and Teacher Education, 10(2), 247-256.
7. Bybee, R. W., & Landes, N. M.(1990). Science for life and living: An elementary school science program from Biological Sciences Improvement Study (BSCS). The American Biology Teacher, 52(2), 92-98.
8. Crow, D. A. et al.(2017). Local media coverage of wildfire disasters: An analysis of problems and solutions in policy narratives. Environment and Planning C: Politics and Space, 35(5), 849-871.
9. Dejene, W., & Chen, D.(2019). The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus. Cogent Education, 6(1), 1-16.
10. Dochy, F. J. R. C. (1989). Modularisation and Student Learning in Modular Instruction in Relation with Prior Knowledge.
11. Grossberg, L., Wartella, E., Whitney, D. C., & Wise, J. M.(2006). MediaMaking: Mass Media in a Popular Culture. New York, America: Sage Publications.
12. Hilton, G.(2011). Rehearsing for an audience: students learning science through video production. International Journal of Innovation and Learning, 9(3), 311-324.
13. Janssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137-146.
14. King, G., Schneer, B., & White, A.(2017). How the news media activate public expression and influence national agendas. Science, 358(6364), 776-780.
15. Klosterman, M. L., Sadler, T. D., & Brown, J.(2011). Science Teachers’ Use of Mass Media to Address Socio-Scientific and Sustainability Issues. Science Education, 42 , 51-74.
16. Kristanto, V. H.(2017). Peningkatan Prestasi Belajar Matematika Melalui Penerapan Lesson Plan Berbasis Multiple Intelligence. Al-Jabar: Jurnal Pendidikan Matematika, 8(1), 25-34.
17. Mantulenko, V. V. (2020). Effective ways of digital media usage in school education. Amazonia Investiga, 9(30), 138-145.
18. OECD(2019). PISA 2018 Assessment and Analytical Framework. Paris, France: OECD.
19. Pjesivac, I., Cantrell-Bickley, Y., & Hazinski, D. (2018). Digital Convergence in the Newsroom: Experimenting With Modular Production of Television News in Grady Newsource. Journalism & Mass Communication Educator, 73(3), 346-357.
20. Preeti(2014). Education and Role of Media in Education System. International Journal of Scientific Engineering and Research, 2(3), 174-177.
21. Rahmawati, R., Lestari, F., & Umam, R.(2019). Analysis of the Effectiveness of Learning in the Use of Learning Modules Against Student Learning Outcomes. Desimal: Jurnal Matematika, 2(3), 233-240.
22. TIMSS(2017). TIMSS 2019 Science Framework. Boston, America: TIMSS & PIRLS International Study Center
23. Turkoguz, S.(2012). Learn to teach chemistry using visual media tools. Chemistry Education Research and Practice, 13 , 401-409.
24. Warwick, D.(1987). The modular curriculum. Oxford: Basil Blackwell.
25. Wu, L. Y., Truong, N. M., Lu, H. Y., Tseng, Y. H., & Chang, C. Y.(2019). Science-edu-communication: Trends reveal in 20 years of science communication research. Journal of Baltic Science Education, 18(5), 793-805.