| Summary: | 碩士 === 國立師範大學 === 化學學系 === 81 === ]一）應用電腦有效教導化學實驗技能：薄層層析法教導及評量化學實驗
技能(薄層層析法)的電腦化教學模式是建立在(A) 以內容分析來確認問題
。(B) 用過程圖為後設認知工具幫助學習者組織、建構、修正及統整其過
程概念的雛型架構。(C) 教室資訊系統可使學習者得到立即的回饋所以能
提高學習動機, 因而增強學生專心學習, 使學生能自我肯定、自我加強、
且透過小組討論, 自我修正。使用本模式教導化學實驗的成效如下: 由結
果可推論得到Item－ Response後測正答率、化學實驗過程圖分數及實做
成果彼此均有正比關係存在，亦即實驗 過程圖建構得好的學生，其Item
－Response測驗成績也高，且實驗過程圖建構得好, 其實作結果亦佳。故
可知本教導／評量模式對實驗結果有正面的影響，能達成化學實驗技能的
有效學習。 二）用解析結構法提昇教師對STS的看法：清潔劑要使STS的
學習成功,教師扮演著中心角色。因此評量教師對 STS主題的看法並如何
去提昇它是非常重要的. 參加國立臺灣師範大學化學系舉辦的暑期進修班
之在職教師, 在課程中安排教導使用解析結構法(ISM)來提昇他們對STS看
法。教師們針對STS主題"清潔劑" 分別用敘述式及 ISM圖來表達他們對清
潔劑的看法。本研究使用McDaniel''s的五個思考階層來評量教師之認知複
雜度.評量結果顯示ISM的方法能助益用"腦學習"並可提昇教師對真實生活
中之STS主題的看法。
(1) THE EFFECTIVENESS OF COMPUTER BASED INSTRUCTION IN
TEACHING CHEMISTRY EXPERIMENTAL TECHNIQUE ─
TLC─ A model of computer-based instruction and assessment in
teaching a chemistry experimental technique,e.g.,TLC was
constructed with (A) questions identified by content- analysis
(B) process-mapping to serve as a metacognitive tool, which
helps learners organize, construct, modify, and elaborate their
prototype process-concept frameworks, and (C) a classroom
information system for consistent feedback and group discussion
to promote student''s self- generated motivation, self-
confirmation, self-reinforce- ment, and self-correction. (２)
IMPROVING TEACHERS'' VIEWS ON STS THROUGH INTERPRETIVE
STRUCTURAL MODELING─DETERGENT─ Inservice teachers enrolled in
a summer institute at National Taiwan Normal University were
instructed to use the interpretive structural modeling(ISM)to
improve their views on STS.Their hand-written statements and
subsequently drawn with the ISM method reflected their views
on the STS topic, "Detergent." Their levels of cognitive
complexity on the STS views were scored by the McDaniel''s
5-point scale. The results showed that the ISM method can
facilitate ''head learning'' and improve teachers'' views on the
STS topic in the real life.
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