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研究生： 邱秉誠
Bing-Cheng Chiu
論文名稱： 個人電腦模擬及合作電腦模擬對於合作科學問題解決之影響
The Effects of Individual Computer Simulation and Collaborative Computer Simulation on Collaborative Science Problem Solving
指導教授： 劉晨鐘
Chen-Chung Liu
口試委員:
學位類別： 碩士
Master
系所名稱： 資訊電機學院 - 網路學習科技研究所
Graduate Institute of Network Learning Technology
論文出版年： 2016
畢業學年度： 104
語文別： 中文
論文頁數： 90
中文關鍵詞： 合作問題解決 、科學模擬 、行為序列分析
外文關鍵詞： collaborative problem solving, science simulation, behavioral pattern analysis
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    • 資訊科技的蓬勃發展造就人類文明的進步，處在這快速變遷的時代，人們所面臨到的問題也相對更複雜，懂得如何與他人進行合作解決問題儼然成為21世紀的重點培養技能。而在科學教育上，電腦模擬可以透過合作調整變數來觀察參數之間的變化，培養學生探究及建構領域知識。本研究應用電腦模擬協助學生進行合作科學問題解決活動，探討學習者在不同模擬合作模式下，關於其合作科學問題解決的能力與行為模式，使用PISA2015合作問題解決評量架構來分析兩種模式下的合作問題解決技能表現，分析對話串內容到運用行為序列分析討論不同的行為模式之間的差異。研究結果發現兩種模式下的學生在對話串在PISA合作問題解決兩向度的分類上有明顯的不同，各自討論的重點也不同。從行為序列分析趨勢圖中可以知道兩種模擬合作模式有各自不同的行為模式，合作模擬組主要聚集在操作模擬上；個人模擬組主要在報告反思上。而在前後測學習成效比較上，個人模擬組的學習者與合作模擬組的學習者有顯著差異，個人模擬組的學生在應用題表現上表現比合作模擬組的學生來的好。最後，本研究依據結果與討論提出教學實務、系統設計及未來研究之建議。

    The improvements of information technology advance the civilization and progress of the humanity. The problem we face is more complicated nowadays because of Living in a fast-changing environment. Knowing how to solve problems with peers collaboratively becomes the important skill in 21st century obviously. On the other hands, in the field of science education, learners can adjust variable on computer simulation to observe changes between different variables and parameters. It can foster student inquiry skill and construct their domain knowledge. The purpose of this study is to assist learner by computer simulation in collaborative science problem solving activity, to analyze learners’ collaborative problem solving skills and behavior pattern in different computer simulation modes. The study use PISA 2015 “Collaborative Problem Solving” Framework to analyze the performance of learners. The result shows that communication threads between collaborative simulation and individual simulation are significantly different with the classifications of PISA collaborative problem solving framework, and so as the key point the learners discuss. From the Lag Sequential analysis, we induct that both groups have their own behavior patterns. The collaborative computer simulation group mainly focuses on how to work with the simulation, while the individual group focuses on reflect the whole process and apply the variable they get from the simulation to the problem situation. We also examined learners’ learning achievements between two groups. The individual computer simulation group performed significantly better than the collaborative group especially in application questions. In the conclusion of this study, we point out some suggestions on teaching practices, improvement on the system design, and future research.

    摘要 i Abstract ii 致謝 iii 目錄 iv 表目錄 vi 圖目錄 vii 壹、緒論 1 1.1 前言 1 1.2 研究背景與動機 2 1.3 研究目的與問題 4 1.4 名詞解釋 4 1.4.1 合作問題解決（collaborative problem solving） 4 1.4.2 科學模擬（science simulation） 4 1.4.3 行為序列分析（behavioral sequential analysis） 5 1.5 研究範圍與限制 5 1.6 論文架構 5 貳、文獻探討 6 2.1 合作問題解決 6 2.1.1 定義 6 2.1.2 合作問題解決相關教育研究 9 2.2 科學模擬 10 2.2.1 定義 10 2.2.2 科學模擬相關教育研究 11 參、系統設計與研究方法 14 3.1 研究對象 14 3.2 系統介紹 14 3.2.1 系統簡介 14 3.2.2 系統功能介紹 16 3.2.3 合作模擬組、個人模擬組活動差異 24 3.3 研究設計 27 3.4 實驗設計 28 3.5 研究工具 30 3.5.1 系統紀錄操作動作Log檔 30 3.5.2 紙筆前後測試卷 36 3.5.3 合作品質量化問卷 38 3.6 資料分析 39 肆、研究結果與討論 40 4.1 對話串分析 40 4.1.1 「問題解決歷程」對話串分析 40 4.1.2 「合作核心能力」對話串分析 44 4.2 行為序列分析 49 4.2.1 問題解決歷程行為序列分析 49 4.2.2 合作核心能力行為序列分析 51 4.3 前後測學習成效分析比較 53 4.3.1 合作模擬組學習成效前後差異比較 55 4.3.2 個人模擬組學習成效前後差異比較 55 4.3.3 合作模擬組與個人模擬組兩組學習成效差異比較 56 4.4 報告Log分析與評分 57 4.5 小組合作品質問卷分析 61 伍、結論與未來展望 63 5.1 結論 63 5.2 未來展望 65 參考文獻 66 附錄A活動情境 73 附錄B前測試卷 74 附錄C後測試卷 76 附錄D合作品質問卷 78

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