以混成軌域之電腦多媒體教導學生判斷分子形狀

Abstract

中文摘要 本研究設計混成軌域多媒體教材「歐比托」，輔助學生學習「如何判斷分子形狀」。將文獻中學生在學習本章節之困難，分類為「符號/符號表徵轉換」及「空間能力」，並依此設計題本，分析學生使用「歐比托」之後的學習成效。最後施以問卷調查暸解使用多媒體之學生對於此學習活動的感受與態度。 研究對象為台北市某公立高中二年級學生，採準實驗研究法，分為使用多媒體「歐比托」之實驗組30人，及未使用多媒體之對照組36人，兩組分別來自四個班級。依實施時間順序為前測、教學活動、後測、最後對實驗組施以多媒體態度量表。 本研究獲致結果如下： (一)、歸納學生的迷思概念可由以下四點獲得改善： 1.完整化知識表徵系統； 2.強化知識過程的邏輯性； 3.強調符號與概念意義之間的聯結； 4.避免八隅體規則的濫用。 (二)、「歐比托」確能幫助學生學習「符號/符號轉換」及「空間能力」。 (三)、實驗組學生對「軌域相關概念」及「判斷分子形狀」顯示出中度的顯著相關，對照組學生則程完全不相關。 (四)、實驗組學生對本研究之教學媒體持有正面的態度，但仍需要老師適當的輔助。Abstract Helping students to learn " how to decide the shape of a molecular" by the use of the multimedia “Obital” designed by researcher ,which shows the process of hybriding obital was the main content in this study. By theoretiacl background , we discussed student's learning difficulties about our research content ,classifing them to two dimentions-- "symbol/symbol representation transformation" and "spatial abilities" , designing and analysised test items . The research samples were second grade students in a senior high in Taipei from four classes and divided into experimental group for 30 and controlled group for 36. The only independent variable is using of the multimedia or not. Pre-test was carried out before the instructional activities . After post-testing , experimental group’ students were investigated through questionnaire for their attitudes toward the instruction. As below, there were four results in this study. First, revising students' misconceptions induced from this study was concluded : 1.completing representations of the knowledge system; 2.strengthening logic of the knowledge process; 3.emphasizing the connection between symbol and meanings of the concept;4.avoiding the abuse of octet rule. Second, proving "Obital" useful for helping students was discussed with " symbol/symbol representation transformation” and “spatial abilities”.Third, about topic of "the concept of orbitals" and "deciding the shape of a molecular " , this study revealed middle significant correlation for the experimental group，and no correlation for the controlled group. At last, althought the experimental group students holded positive attitude, they still needed appropriate assistants of the teachers.