建議與未來研究方向

第五章結論與建議

第二節建議與未來研究方向

本研究對於診斷工具、月相盈虧成因課程、課程的實行與未來研究方向提出以下建議與檢討：

一、對於診斷工具之建議

月相盈虧成因診斷測驗 1. 測驗時間增加

學生在回答過程中需要長時間思考問題內容，並且將自己的想法作有調理的陳述，規劃的一節課(45 分鐘)並不敷使用，造成學生在作答時間壓力下無法詳細的陳述本身的想法，尤其第9 與 10 題屬於月相盈虧成因與現象的應用題，回收的學生樣本不少是空白的答案。若可以改為60 分鐘的回答時間更佳。

2. 測驗內容增加月相盈虧成因應用題

診斷測驗中只有第八題請學生從月相形狀說明形成原因，但因日地月為三維空間的立體模型，若可以採用空間描述的題型，並且增加一至二題解釋部份月相形狀，相信更可以偵測學生的概念類型。

二、月相盈虧成因的設計 (一)異例動畫

學生在看過異例動畫會產生概念改變，本課程中僅針對迷思概念類型為月食模式設計異例動畫，如能針對位置模式、混合模式設計異例動畫，也許能增進學

生的學習月相盈虧成因的概念改變；建議未來進行異例動畫教學時安排一個小測驗，決定學生是否有需要觀看其他的動畫，如此學生不易錯失概念改變的機會。

(二)以三維空間動畫取代二維空間電腦模擬動畫

研究結果顯示高、中與低空間能力學生皆獲得學習的助益，而月相盈虧成因概念和地球、太陽與月球三維空間的相對位置有關，課程中的動畫是以二維的圖片組合而成，若能引入三度空間立體模擬動畫，相信對於學生學習月相盈虧成因概念更有助益。

三、課程的實行 (一)延長課程進行時間

學生在學習過程中需要花時間吸收所學到的新知識，本研究進行電腦模擬教學的時間僅兩堂課共90 分鐘，若能將軟體內容長時間建置於網站或者提供光碟讓學生帶回去使用，應可以提高學生的學習成效。

(二)教學方式

本研究僅採學生操作課程，教師只在最後指導學生整理月相盈虧成因概念，

學生最後用整理出的概念解釋情境題，若能詳細描述月相盈虧成因再由學生用充足的時間回答情境內容，相信可以獲得更好的學習效果。

二、未來研究方向

(一)增加樣本數，探討國中不同年級概念類型

本研究受限於樣本數，僅採用國二兩個班的學生，建議未來可以增加樣本數，或者增加一年級與三年級的學生樣本，進一步探討國中階段的迷思概念類型。

(二)進行延宕測驗

學生雖然在課程結束後可以達到概念改變，但有可能在之後回復到先前的迷

思概念。建議未來可以加入延宕測驗，以追蹤學生長時間的概念改變情形。

(三)比較學生中心與教師中心差異

本研究僅讓學生獨自操作，教師協助課程最後討論，若能比較完全以教師為主的教學以及學生中心的教學的差異，進一步探討不同教學法對國中學生學習月相盈虧成因概念的成效差異，期能對於本課程落實於教學實務時提出具體的教學情境營造相關建議。

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在文檔中中學生月相盈虧相關迷思概念類型與概念改變過程之探討 (頁 88-123)

第五章 結論與建議

第二節 建議與未來研究方向

第五章結論與建議

第二節建議與未來研究方向