本研究對象為四個一年級班級的學童107位,除調查其電腦遊戲經驗外,並採不等組前後測準實驗設計,將其隨機分派接受虛擬教具與靜態海報兩組實驗教學,以探討不同教具教學環境與電腦遊戲經驗對國小一年級學生學習立方體積木堆疊計數的交互作用影響,並進一步分析學童無法正確計數隱藏積木數的原因及學習困難。研究結果發現,電腦遊戲經驗與教學環境兩變項,在立方體積木堆疊計數學習成就測驗之計數總積木數或是計數隱藏積木數上,交互作用不顯著;電腦遊戲經驗的有和無會影響學童在計數總積木數的表現,但在計數隱藏積木個數則沒有影響;使用虛擬教具及具體教具教學計數立方體積木堆疊幾何形體的教學成效優於使用靜態海報及具體教具教學模式;學童無法正確計數隱藏積木數的原因有七個,其中三個原因造成學童的學習困難,分述如下。 無法正確計數隱藏積木數的原因:1.幾何形體凹處造成錯視而計數錯誤;2.以積木與其他積木接觸面為隱藏積木;3.2D紙上幾何形體方位錯視認知;4.沒有利用記號做有效的計數;5.太有自信;6.認為只看得見一面的積木也是隱藏積木;7.受切割幾何形體為小群組計數總積木策略影響。而前三個原因導致學童無法正確計數立方體積木數,造成學習困難。
The participants of this study included four classes of 107 first graders. Students’ experience of playing computer games was investigated before the experiment was conducted. This study applied a pre-and-post test non-equivalent experimental design to explore the interaction effects of teaching environment and experience of playing computer games on finding the number of cubes in a 3-D figure. The students were divided into two groups. One group used virtual manipulatives whiles the other used posters as teaching aids in exploring the number of cubes in a 3-D figure. The result showed that no interaction effect was found between teaching environment and experience of playing computer games. Students with more experience of playing computer games performs better on counting cubes in 3-D figures, but no difference was found on finding hidden cubes in 3-D figures. Students of using virtual manipulatives performs better than those of using posters on counting both total cubes and hidden cubes in 3-D figures. Possible reasons for making mistakes of finding the number of cubes were as following: 1. The students misconceived the indentation in the pile of cubes as hidden cubes. 2. The students have the misconception of counting the total cubes through the count of the total connecting lines. 3. There is a misconception due to the students taking the image as a 2D image. 4. The students take the cube that only has one side visible as a hidden cube. 5. The students do not use markers as the strategy that research taught to help them counting cubes. 6. The students have too much self confidence to make errors. 7. The students divide the pile into groups and misidentify the number of cubes in a pile. It was found the first three reasons are the major difficulties that students have in finding the number of cubes in 3-D figures.
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