以3D電腦輔助設計軟體Google SketchUp 融入國小複合形體表面積教學對學生數學學習成效之研究

Abstract

本研究目的在探討3D電腦輔助設計軟體Google SketchUp對國小五年級學生學習複合形體表面積之學習成效。本研究採不等組前後測準實驗設計，比較「Google SketchUp輔助教學模式」與「傳統講述教學模式」兩種教學方法對學童學習複合形體表面積之學習成效差異。本研究對象為基隆市國小五年級學生計111人，以班級為單位分成實驗組56人與控制組55人。教學實驗前，所有學生接受複合形體表面積學前能力測驗；實驗處理階段，實驗組接受三週虛擬教具融入教學，控制組採傳統教學；教學活動結束後，兩組學生均接受數學學習成效後測，以及三週後的數學學習成效延後測。 本研究資料以二因子共變數分析，結果如下：一、實驗組學生在教學處理後，學習成就的立即成效與保留成效顯著高於控制組。二、實驗組不同數學能力學生在教學處理後，學習成就的立即成效與保留成效皆顯著高於控制組。三、實驗組與控制組之性別差異在學習成效上無顯著差異；實驗組男學生經過教學處理後，學習成效顯著高於控制組男學生。四、實驗組學生在教學處理後，學習態度之改變有顯著差異；控制組學生在教學處理後，學習態度之改變無顯著差異。五、實驗組學生有正向之SketchUp使用態度。The main purpose of the study is to investigate the learning effect on Google SketchUp software integrated into the teaching instructions of finding surface area of composite solids for the fifth graders. This research was conducted under the quasi-experimental method with nonequivalent pretest-posttest control group design. There were 111 fifth graders as the subjects collected from four classes in Keelung city, and divided into the control group (n=55) and the treatment group (n=56). All the subjects accepted the Math proficiency test on surface area of composite solids before the teaching experiment was conducted.The treatment group accepted “the SketchUp auxiliary instructional model” and the control group accepted “the tradition instructional model” for learning the finding surface area of composite solids. Two-way ANCOVA was applied to investigate the learning achievement performed by the two groups on finding surface area of composite solids. The results were as follows： (1) Students who accepted “the tradition instructional model” had better learning results than students who accepted “the tradition instructional model”. (2) In each group, there was no significant difference caused by gender in learning effect, but a significant difference was shown in the boys’ learning results between the groups. (3) There was a significant difference between teaching methods of learning attitudes; the students who had accepted “the SketchUp auxiliary instructional model” had improvement on learning attitudes towards mathematics.