實驗教學在科學教育的領域中，扮演著重要的角色，透過實驗的進行，直接且具體的給予學生深刻之學習印象，以提升學習科學的興趣，增進教學之效益。因此本論文設計並建置一個數位的實驗環境，可以讓學生在實驗課前、實驗課中及實驗課後透過合作式探索的學習活動，藉此增進學生主動學習與參與，並促進同儕間學習的互動性。 實驗課前的活動設計主要是希望能提供學生課前學習環境，降低學生先備知識的不足，減少教師課中教學的負擔，並且提供一個繳交機制，讓老師掌握學生的課前的狀況。而實驗課中活動利用個人行動輔具(PDA)增加小組組員之間的互動，實驗課後活動設計，針對實驗課中的內容，再予以加強學生對實驗的暸解，為達上述目的，因此本研究實作了預報系統，讓學生達到課前學習，透過實驗課中PDA的概念檢視機制(The mechanism of concept monitoring)，讓學生可以檢視每一個組員的想法，形成學生概念上的衝突(Concept conflict)，且透過彼此協商且面對面溝通，因而達成共識，最後透過結報系統，將實驗的成果回饋給教師。 本研究將上述活動設計和系統用於大學普通物理課程上，並且進行實驗評估，經由初步實驗結果發現，在實驗課前搭配預報系統，實驗課中加入概念檢視機制，及在實驗課後結報回饋，的確對於學生學習與互動皆有正面影響，而且系統亦能協助學生更有效率的完成各階段任務。最後，本論文也建議幾點未來研究的方向，做為日後研究及改進的參考。 The objective of this research is to present a collaborative inquiry based learning activity in physics laboratory which students can perform activity as pre-class, in-class and after-class environment, and aim to assist students in the procedures of experimental design, data collection, data analysis and discussion and to promote the interactive and participation by using probing device. These activities are designed to provide a collaborative inquiry learning environment for students, and to reduce the burden of preparation for the teachers Before classroom, a key characteristic of this activity is the creation of a feedback loop between the classroom and the Web using Internet “Warm Up” assignments that are due prior to class time. By examining student responses to Warm Up exercises before class, faculty members can determine the level of understanding, prior knowledge, and misconceptions that students bring to class. Classroom time can then be spent addressing these misconceptions while discussing course content. In the classroom setting, it adopts collaborative inquiry digital environment to enhance students’ interaction within a group by the handheld devices. And in this activity we provide a mechanism in PDA which show-and-tell students’ concept. For these purpose, the pre-class web site by using JiTT. And in-class activity with the mechanism of concept monitoring are designed and implemented. The system assists students in achieving pre-class collaborative learning. The teacher can get the feedback from students’ pre-class mission through web site. And in class, it helps students face-to-face interact and collaboratively achieve group mission through wireless network. According to evaluations of this study, the pre-class web site with concept monitoring and in-class activity with Miguel’s method is helpful to enhance students’ interaction and learning. Furthermore, the system aids students in achieving the sequential assignment efficiently. Finally, future improvement suggestions are proposed.
