基於建模之科學運算課程設計與評估

Abstract

本研究的目的是探討基於建模的科學運算課程是否能提升學生的科學問題解決能力、建模品質與學習態度之成效。因此開發了科學與程式設計教材。另外，為了探討基於建模的教學與傳統講述式教學的對學生的影響，所以開發科學程式設計建模輔助平台，在這個平台中有相對應的程式設計建模歷程(現象描述、資料建模、流程建模、程式化以及觀察與除錯)之功能。實驗組學生在利用程式解決科學問題前，必須到此平台回答與科學問題相關的引導題目後才能開始編寫程式進行解題。本研究的實驗結果發現:一、 實驗組之低先備能力組學生在歷經基於建模的科學算課程後，其科學問題解決能力，與控制組低先備能力組學生相比有較大的進步幅度。這代表了建模教學有助於課前科學問題解決能力與程式能力較差的學生提升他們的科學問題解決能力。二、 實驗組學生在經歷基於建模的科學算課程後，其建模品質之進步幅度與控制組學生相比有較大的進步。另外，實驗組之低先備能力組學生的建模品質之進步幅度與控制組低先備能力組學生相比是有顯著差異的。但實驗組高先備能力組學生與控制組高先備能力組學生之建模品質並無差異。這表示建模教學有助於學生提升他們的建模品質。三、 在學習態度上，實驗組與控制組學生的進步幅度並無差異。但在態度問卷後測中的開放是問答題和半結構式訪談中實驗組學生對於課程較高的評價。本次研究可以給與後續欲發展科學運算課程與建模教學的研究者做為參考。

This study aims to develop a modelling-based programming instruction for science majors and explore its effectiveness on learning. A modelling-based learning platform was also developed to assist students in solving scientific problems by programming. Students were guided by five steps: phenomenon description, data modelling, algorithmic modelling, coding, and debugging. An empirical study was conducted to examine the effectiveness of the modelling-based programming instruction by comparing students’ learning outcomes (including computational science problem solving abilities, modelling qualities, and learning attitude) when in the proposed methodology with the traditional methodology. The research findings are as follows:1. The students with lower performance in the pre-test of science and programing in the experimental group had greater improvement in computational science problem solving abilities, than those in the control group.2. The experimental group had greater improvement in data modelling and algorithmic modelling than the control group. And the students with lower performance in the pre-test of science and programing the experimental group had greater improvement in phenomenon description, data modelling, and algorithmic modelling than those in the control group. But there was no difference in modelling qualities between the students with higher performance in the pre-test of science and programing in the experimental group and those in the control group.3. Regarding learning attitude, there was no difference between the experimental group and the control group based on the statistical results. However, the experimental group showed more positive attitude toward the instruction in the questionnaire and interview results.