動態視窗之橢圓教學實驗

Abstract

本研究旨在發展橢圓學習的多重表徵電腦視窗學習環境及評估在此視窗環境下，對橢圓學習與表徵運用的表現。以高中二年級兩班學生為樣本，進行動態連結多重表徵視窗學習環境教學實驗。研究結果顯示兩班學生均呈現顯著進步效果，實驗組學生進步分數優於對照組，但未達統計檢定的顯著水準。從解題的表徵運用來看，實驗組學生傾向以圖形表徵作為主表徵，且能將其它表徵整合於圖形表徵中，對照組學生以題意表徵為主，較缺乏表徵之間的連結。

This article is to insight into the design of developing a computer-based dynamic linked multiple representations Windows learning environment and to evaluate the effect and application of representation in problem solving under this Windows environment. Two senior high school classes was compared with experimental treatment. The results showed that students could make significant progress when taught in this way. The progress scores of the experimental group were higher than the control, but this was not statistically significant. It was found that the experimental group tended to employ graphical representation as their main representation and used it to integrate the other representation.