真實學習環境下的真實 “u-fraction”;Authentic U-Fraction in Authentic Learning Environment

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题名:	真實學習環境下的真實 “u-fraction”;Authentic U-Fraction in Authentic Learning Environment
作者:	陸以凡;LUTHFI, MUHAMMAD IRFAN
贡献者:	網路學習科技研究所
关键词:	真實情境的分數;真實情境分數的學習;真實情境;多重表示;三個鷹架;Authentic U-Fraction;Authentic fraction learning;authentic context;multiple representation;the three scaffolding
日期:	2019-07-09
上传时间:	2019-09-03 15:51:15 (UTC+8)
出版者:	國立中央大學
摘要:	在本研究中，我們開發了一個基於平板的應用程序，即Authentic U-Fraction，以幫助小學生在真實的情境下學習分數。本研究採用Authentic U-Fraction觀察學生學習行為對分數學習成績的影響。分數的三個主題包括分數概念，分數簡化和分數加法/減法。本研究將54名五年級學生分為實驗組和對照組。對照組採用傳統教學方法和紙本作業學習分數，實驗組採用真實情境下的Authentic U-Fraction。實驗結果表明，實驗組在理解分數和分數圖示方面優於對照組。其原因是，通過拍照，從照片中提取對分數的表達，並用白板功能進行標示讓學生更方便使用Authentic U-Fraction來學習分數。Authentic U-Fraction也能幫助學生進行更多的練習，並充分解釋自己的解法，但並不影響他們的學習成績。因為學生除了做更多的練習外，還需要做一個完整的註解，包括三種不同的表示法:語言表示法、邏輯數學表示法和視覺表示法。更多的學生做了完整的註解練習，提高了他們的學習成績。三個鷹架概念在學生同儕評量中的應用也表明，有意義的同儕評量可以與學生的學習成績相關聯，這也益於教師評估分數，該分數與同儕評分中評分方評估的學習成績也有較高的相關性。多元回歸分析結果表明，教師評價得分能較好地預測後測得分。總的來說，學生對Authentic U-Fraction很滿意，因為它易於使用，易於學習，而且它有助於學生在真實的情境中學習分數。最後，本研究的結果對未來的研究有重要的啟示和結論。;In this study, we developed a tablet-based application,namely Authentic U-Fraction to assist elementary school students in learningfractions with authentic contextual support. In this study,an experiment was carried out to investigate the effects of the students’ learning behavior toward the fraction learning achievements using Authentic U-Fraction. Three topics of fractions included are fractions concept, fraction simplification, and fraction addition/subtraction. Totally 54 fifth-grade students were assigned and divide into two groups, one experimental group,and one control group. The control group learned fraction using traditional teaching method and paper-based assignment, while the experimental group using Authentic U-Fraction in an authentic context. After the experiment, the result showedthat the experimental group performed better than the control group,especially in understanding fraction and fraction representation. The reason was that by taking the picture, making fraction representation from the picture, and making annotation facilitated students to learn fraction using Authentic U-Fraction. Authentic U-Fraction also helped students to do more practice by themselves and fully explain their solutions, but it does not affect their learning achievement. Because besides students did more practice, they also need to make a complete annotation that includesthree different representation: linguistic, logic mathematics, and visual representative. More students did practice with complete annotation higher their learning achievement. Application of three scaffoldings on students’ peer assessment also revealed that meaningful peer assessment couldcorrelate to the students’ learning achievement that also strengthened by the teacher assessment score that also has a higher correlation to the learning achievement from the assessment of assignment side. A Multiple regression result shown that teacher assessment score could strongly predict the posttest score. Overall, students satisfied with Authentic U-Fraction because it is easy to use, easy to learn, and it facilitatesthe students to learn fraction in an authentic context. In the final, the result of this study contributes essentialimplications along with conclusion and suggestion for future research.
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