第五章 結論與建議
第二節 建議
本研究根據實驗教學後之研究結果與實驗教學過程中所發現的問題，提出下 列建議供化學教學以及未來研究之參考：
壹、化學教學之建議
本研究對化學教學之建議，包括(1)培養學習者在化學學習上使用探索學習的 能力；(2)採用遊戲式數位學習提高化學學習的動機；(3)結合探索學習策略與遊戲 式學習活動來促進化學學習。建議分述如下：
一、培養學習者在化學學習上使用探索式學習的能力
過去化學學習大多是以講述式方式進行教學，並透過記憶與背誦學習內容的 學習方式來習得概念，然而透過建構式學習能夠支持學習者透過互動與高層次的 思考方式來建構個人的知識(Driver et al., 1994)，而探索學習方式能夠便能夠達到 此種目的，使學習者成為學習者的主體，並擁有充分發表、討論與操作的機會，
促使學習者能夠藉由類似於科學家做研究的經歷，體驗並學習到知識、概念與技 能(陳振威，2000；引自劉美芳，2004)，但目前之學習者仍無法熟悉探索學習的 模式，故建議若能在化學學習中提升學習者使用探索學習的能力，不僅能改善過 去只用記憶來學習的策略，更能讓學習者逐步建構個人知識架構，增進科學概念 的理解。
二、採用遊戲式數位學習提高化學學習的動機
將遊戲作為學習環境設計的想法能夠鼓勵並激勵學習者積極參與學習活動，
並促進學習者的內在學習動機，使得學習者參與學習活動的行為不再只是受限於 教學者的要求(Kuo, 2007)，不僅如此，遊戲所提供之虛擬環境也能鼓勵學習者去 探索學習內容，進而支持積極主動且具探索性質的學習方式，成為自主性的學習 者(Pahl, 2002)。故建議若能使用遊戲的方式進行學習，便能增加學習者的學習動 機，改善傳統課程的枯燥乏味。
三、結合探索式學習策略與遊戲式學習活動來促進化學學習
探索學習策略能夠協助學習者逐步建構個人的知識，而遊戲式學習也被許多
教育者認為對於建構式學習以及學習者的主動參與具有助益，並讓學習者調整自 己的學習步調並控制個人知識的建構(Charles & Mcalister, 2004)，所以建議若能將 探索學習策略結合遊戲式學習活動將有助於解決化學學習的問題，且可以透過一 些較簡單的教育任務來嵌入激勵的元素，進而促進學習者的參與而改善學習成效 (Pivec & Dziabenko, 2004)。
貳、未來研究方向之參考
本研究針對未來研究方向之建議，包括：(1)實驗時間的延長(2)根據概念類型 加入不同學習機制(3)運用其他遊戲型式結合學習策略(4)科學教育領域的擴展。建 議分述如下：
一、實驗時間的延長
因研究上時間及人力的限制，教學實驗的時間為五堂課，一節課為 50 分鐘，
共 250 分鐘。而本研究的結果顯示出學習環境會對學習者的學習成效及學習動機 與態度產生影響，但由於研究中所使用的學習環境對於學習者較陌生，尤其是遊 戲式學習環境，所以為避免產生新奇效應的現象，建議未來在使用不同學習環境 進行學習時，能夠給予學習者更充分的時間在學習環境中探索，使學習的過程能 有較為寬裕的時間。
二、根據知識類型加入不同學習機制
本研究實驗結果顯示出學習者在知識理解與知識應用之學習成效上有差異，
且有鑒於不同認知層次的概念所要求的重點不同，建議未來在化學學習時，能夠 根據認知層次的特性加入適合的學習機制，如概念若偏向定義型式，則可以加入
多元的學習型態，並配合學習者的個別差異，以達到最佳的學習成效與態度。
四、科學教育領域的擴展
本研究所開發之遊戲學習環境與 flash 教材是以科學教育中化學科之認識物 質概念為教學內容，建議未來可擴展至科學教育中的其他學科，藉以驗證探索學 習策略運用在不同學習環境時，對於學習科學教育中抽象概念是否能提供助益，
並提升研究中所要探討知識應用於生活情境中想法的準確性。
參考文獻 中文部分
丁信中、洪振芳、楊芳瑩(2001)。科學理論形成與精煉過程對科學學習的意涵。
科學教育月刊，240，2-13。
王澄霞(1995)。STS 活動中之「學」與「教」。科學教育學刊，3(1)，115-137。
王靜如(2001)。小學教師科學本質概念及教學之研究。科學教育學刊，9(2)，
197-217。
吳明隆、涂金堂(2005)。SPSS 與統計應用分析(二版)。臺北市：五南。
吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。中國測驗學會測驗年刊，
39，59-78。
周文忠(2005)。虛擬實境之意義與應用。資訊科學應用期刊，1(1)，121-127。
林小慧(2008)。CISC 教學策略與國中生微粒概念學習成效之相關研究。教育心理 學報，39(4)，533-554。
邱 韻 如 (2010) 。 學 習 環 理 論 。 2012 年 6 月 10 日 ， 取 自 http://memo.cgu.edu.tw/yun-ju/cguweb/SciEdu/LearningCycle/LearningCycle00.
htm
洪振芳(2003)。探究式教學的歷史回顧與創造性探究模式之初探。高雄師大學報，
15(3)，641-662。
洪振芳、蔡智文、蔡嘉興、周進陽(2008)。從「內化與修正」朝向「外推與解釋」
的思考機制：以國中一年級學生質量守恆概念發展為例。師大學報：科學教 育類，53(2)，59-89。
張春興(2008)。教育心理學-三化取向的理論與實務(重修二版)。臺北市：東華。
張容君、張惠博、鄭子善(2007)。國二學生會「純物質」和「混合物」之微觀粒
念模組之探討。科學教育學刊，9(1)，79-100。
曾亦苓(2004)。闖關評量在國小英語科教學應用之研究(未出版之碩士論文)。私立 慈濟大學，花蓮市。
黃顯宗、宋宏紅、汪碧涵、路光予、曾惠中、劉淑惠、…何希慧(2004)。國中生 物學學習網站的建立與應用。科學教育，266，23-37。
楊榮祥、Fraser, B.(1998)。台灣和西澳科學教室環境的合作研究-研究架構、方法 及對台灣科學教育的啟思。科學教育學刊，6(4)，325-342。
楊龍立(1997)。建構主義教學的檢討。教育資料與研究，18，1-5。
鄭巧苹、劉文英(2011)。實施闖關評量對國中生數學科學習態度、動機、成就之 影響。科學教育，338，16-28。
劉美芳(2004)。簡介探究式教學法。數學與科學教育，1，29-34。
盧秀琴(2004)。不同教學策略影響中小學學生學習顯微鏡相關課程之探究。國立 臺北師範學院學報：數理科技教育類，17(1)，147-172。
鍾聖校(1995)。國小自然科課程教學研究。臺北市：五南。
鐘敏綺、張世忠(2002)。奠基於建構主義的 STS 於自然與生活科技領域之應用。
科學教育，254，2-15。
英文部分
Abd-El-Khalick, F., Boujsoude, S., Duschl, R., Lederman, N. G., Avi-Hofstein, R. M.
N., Niaz, M., Treagust, D., & Tuan, H. L. (2004). Inquiry in science education:
International perspectives. Science Education, 88(3), 397-419.
Adams, P. C. (1998). Teaching and learning with SimCity 2000. Journal of Geography, 97(2), 47-55.
Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: Identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321.
Annetta, L. (2012). Learning science through video games and simulations. Science Education, 96(3), 566-568.
Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers &Education, 53(1), 47-85.
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York: Holt, Rinehart, and Winston.
Barab, S. A. & Luehmann, A. L. (2003). Building sustainable science curriculum:
Acknowledging and accommodating local adaptation. Science Education, 87(4), 454-467.
Barab, S. A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S. j. &
Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education &
Technology, 18(4), 305-320.
Baranauskas, M., Neto, N., & Borges, M. (1999). Learning at work through a multi-user synchronous simulation game. In Proceedings of the PEG’99
327-347.
Bolhuis, S. M. & Simons, P. R. J. (1999). Leren en werken. Deventer: Kluwer Bedrijfswetenschappen.
Bowman, R. F. (1982). A Pac-Man theory of motivation: Tactical implications for classroom instruction. Educational Technology, 22(9), 14-17.
Brown, S. J., Lieberman, D. A., Gemeny, B. A., Fan, Y. C., Wilson, D. M., & Pasta, D.
J. (1997). Educational video game for juvenile diabetes: Results of a controlled trial. Medical Informatics, 22(1), 77-89.
Bulte, A. M. W., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts.
International Journal of Science Education, 28(9), 1063-1086.
Chandran, S., Treagust, D. F., & Tobin,K. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24(2), 145-160.
Charles, D. & Mcalister, M. (2004). Integrating ideals about invisible playgrounds from play theory into online educational digital games. In M. Rautherberg (Ed.), Entertainment Computing-ICEC 2004 (pp. 598-601). New York: Springer Berlin Heidelberg .
Chinn, C. A., & Malhotra, B. A. (2001). Epistemologically authentic inquiry in schools:
A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218.
Chiu, M. H. (2007). A National Survey of Students' Conceptions of Chemistry in Taiwan. International Journal of Science Education, 29(4), 421 -452.
Clough, E. E. & Driver, R. (1986). A study of consistency in the use of students’
conceptual frameworks across different task contexts. Science Education, 70(4), 473-496.
Crystal, B., Jerry, S., Elizabeth, S., Karl, B., Marcus, C., Stephen, T., … Anna, W.
(1999). An interactive, computer-based program to educate patients about genital herpes. Sexually Transmitted Diseases, 26(6), 364-368.
De Felix, J. W. & Johnson, R. T. (1994). Learning from video games. Computer in the Schools, 9(2/3), 119-134.
De Vos, W., Bulte, A., & Pilot, A. (2002). Chemistry curricula a for general education:
Analysis and elements of a design. In J. K. Gilbert et al. (Eds.), Chemical Education: Towards Research-based Practice (pp.101-124). Dordrecht, The
Netherlands: Kluwer Academic Publishers.
Demircioglu, H., Demircioglu, G. & Calik, M. (2009). Investigating the effectiveness of storylines embedded within a context-based approach: the case for the Periodic Table. Chemistry Education Research and Practice, 10(3), 241-249.
Dickey, M.D. (1999). 3D virtual worlds and learning: An analysis of the impact of design affordances and limitations in active worlds, blaxxun interactive, and OnLive! Traveler; and a study of the implementation of active worlds for formal and Information education. (Unpublished doctoral dissertation). The Ohio State University, USA.
Din, F. S. & Caleo, J. (2000). Playing computer games versus better learning.
Unpublished manuscript.
diSessa, A. A., Gillespie, N. M., & Esterly, J. B. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28(6), 843-900.
Dochy, F. J. R. C. (1994). Prior knowledge and learning. In T. Husen, & T. N.
Postlethwaite (Eds.), The International Encyclopedia of Education (2nd ed.) (pp.
4698-4702). Oxford, NY: Pergamon Press.
Docky, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge.
Review of Educational Research, 69(2), 145-186.
Dowey, J. A. (1987). Computer games for dental health education in primary schools.
Health Education Journal, 46(3), 107-108.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
Edelson, D. C., Gordin, D., & Pea, R. (1997, March 20-24). Creating science learning tolls from experts’ investigation tools: A design framework. Paper presented at the
377-394.
Fu, F. L., Su, R. C., & Yu, S. C. (2009). EGameFlow: A scale to measure learners’
enjoyment of e-learning games. Computers & Education, 52(1), 101-112.
Fu, F., & Yu, S. (2006). The games in e learning improve the performance. In Proceedings of IEEE 7th International Conference on Information Technology Based Higher Education and Training, Sydney, Australia.
Gabel, D. (1998). The complexity of chemistry and implications for teaching. In B. J.
Fraser & K. G. Tobin (Eds.), International Handbook of Science Education (pp.
233–248). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Gander, S. L. (2002). Does learning occur through gaming? e-Journal of Instructional Science and Technology, 3(2), 28-43.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Gibson, H. L. & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693-705.
Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976.
Glaser, R. E. & Carson, K. M. (2005). Chemistry is in the news: Taxonomy of authentic news media-based learning activities. International Journal of Science Education, 27(9), 1083-1098.
Hanson, R., Taale, K. D. & Antwi, V. (2011). Investigating senior high school students’
conceptions of introductory chemistry concepts. International Journal of Educational Administration, 3(1), 41-57.
Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 71(256), 33-40.
Hodson, D. (1992). In search of a meaningful relationship: An exploration of some issues relating of integration in science and science education. International Journal of Science Education, 14(5), 541-562.
Hsiao, H. J. (2007). A brief review of digital games and learning, In: Digital Game and Intelligent Toy Enhanced Learning, The 1st IEEE International Workshop on digital game and intelligent toy enhanced learning, pp. 124-129.
Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P.G., Pascoe, C.
J., & Robinson, L. (2008). Living and learning with new media: Summary of findings from the Digital Youth Project. Chicago: The John D. and Catherine T.
MacArthur Foundation.
Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand. Chemical Education, 70(9), 701-705.
Jolicoeur, K. & Berger, D. E. (1988a). Implementing educational software and evaluating its academic effectiveness: Part I. Educational Technology, 28(9), 7-13.
Jolicoeur, K. & Berger, D. E. (1988b). Implementing educational software and evaluating its academic effectiveness: Part II. Educational Technology, 28(10), 13-19.
Jonassen, D. & Grabowski, B. (1993). Handbook of Individual Differences, Learning, and Instruction. Hillsdale, NJ: Erlbaum.
Karakus, T., Inal, Y., & Cagiltay, K. (2008). A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games. Computers in Human Behavior, 24(6), 2520-2529.
Karplus, R. (1977). Science teaching and the development of reasoning. Journal of Research in Science Teaching, 14(2), 169-175.
Ke, F. (2008). Alternative goal structures for computer game-based learning.
International Journal of Computer-Supported Collaborative Learning, 3(4), 429-445.
Kiili, K. (2004). Digital game-based learning: Towards an experiential gaming model.
Internet & Higher Education, 8(1), 13-24.
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810.
Kuo, M. J. (2007). How does an online game based learning environment promotes student’s intrinsic motivation for learning natural science and how does it affect their learning outcomes?, In: Digital Game and Intelligent Toy Enhanced Learning, The 1st IEEE International Workshop on digital game and intelligent toy enhanced learning, pp. 135-142.
Lee, C. Y. & Chen, M. P. (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education, 52(3), 530-542.
Levin, J. A. (1981). Estimation techniques for arithmetic: Everyday math and mathematics instruction. Educational Studies in Mathematics, 12(4), 421-434.
Lim, S., & Reeves, B. (2010). Computer agents versus avatars: Responses to interactive game characters controlled by a computer or other player.
International Journal of Human-Computer Studies, 68(1-2), 57-68.
Lin, S. (1980). Education: Theory and method. Taiwan, Taipei: Wu Nan Culture Enterprise.
Looi, C. K. (1998). Interactive learning environments for promoting inquiry learning.
Journal of Educational Technology Systems, 27(1), 1998-1999.
Magner, J. T., Chadwick, J. E., Chickering, J., Collins, C., Su, T., & Villarbe, M.
(2002). The flash consortium. Journal of Chemical Education, 79(5), 544-547.
Mahamad, S., Kaoemanee, Y., Ibrahim, M. N., & Kasbon, R. (2012). A flash-based framework for learning thai language as second language in preschool education.
In Y. Wu (Ed.), Software Engineering and Knowledge Engineering: Vol. 2.
Advances in intelligent and soft computing, 115 (pp. 115-122).
doi:10.1007/978-3-642-25349-2_16
Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. California: Xerox Palo Alto Research Center.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction.
Cognitive Science, 5(4), 333-369.
Marrs, K. A., Blake, R. E., & Gavrin, A. D. (2003). Use of warm up exercises in just- in-time teaching to determine students prior knowledge and misconceptions in biology, chemistry, and physics. Journal of College Science Teaching, 33(1),
Marrs, K. A., Blake, R. E., & Gavrin, A. D. (2003). Use of warm up exercises in just- in-time teaching to determine students prior knowledge and misconceptions in biology, chemistry, and physics. Journal of College Science Teaching, 33(1),