The Effect of Virtual Reality Inquiry Teaching on the Inquiry Skills and Design Thinking performance of Junior High School Students

• Main Authors: Chen, Po-Yang, 陳柏仰
• Other Authors: Chang, Yu-Shan
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/dku2un

碩士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 106 === The purpose of this study was to investigate of virtual reality inquiry teaching on the inquiry skills and design thinking performance in junior high school. A non-equivalent pretest-posttest quasi-experimental design was used in this research. The objects were six high school freshman classes selected from a city junior high school and randomly assigned to the experimental group and the control group. This research was conducted with avoidance car as a teaching content. The group was taught by inquiry teaching with virtual reality teaching aids, while the control group was taught using the traditional (usual) way. Participant student’s inquiry skills performances before and after the experiment were evaluated. Comparing student’s semester grade in last term with after experiment were evaluated to measure the learner’s design thinking development. The one-way ANCOVA were performed in this research by SPSS 20 for Windows. Those main results of this research were: 1.The inquiry teaching with virtual reality teaching aids had no significant effect on student’s inquiry abilities. 2.The inquiry teaching with virtual reality teaching aids had a positive effect on student’s thinking process “understanding”, “point of view”, “ideation”, “testing”. 3. The inquiry teaching with virtual reality teaching aids had no significant effect on student’s “observing”, “prototyping”abilities. 4.The inquiry teaching with virtual reality teaching aids imposed a positive effect on student’s design thinking abilities. Finally, recommendations and suggestions were addressed for implementation of using inquiry teaching with virtual reality teaching aids and future studies based on results of this research.