結合情境學習理論的影片教材之研發－－以物理劇場為例

Designing Video Teaching Materials Based on Situated Learning: A Case Study of Physics Theatre

物理劇場是以情境學習理論為基礎，以微電影的形式呈現學生利用簡單且容易取得的量測工具，探索科學博物館內展示器材所展現的物理現象。其設計理念包括建立與真實世界相關的學習情境，同時力求學習情境的生活化與趣味化，藉以引起學生的學習意願。研究團隊在劇情當中呈現了科學探究歷程，包括觀察現象、提出問題，以及透過同儕互動與討論擬定研究方法，並利用實驗得到合理的結果。目前共計完成聲音、電磁感應，以及幾何光學三個主題。為了解物理劇場是否達到預設的成效，研究團隊選定大學一年級理工科系學生進行試驗性研究。研究結果顯示物理劇場在引起學習興趣、教學成效以及內容的實用性等方面，都能獲得非常正面的肯定。目前物理劇場已被收錄在教育部磨課師大學普通物理實驗相關課程之中，並獲得獎項的肯定。由於物理劇場所呈現的科學探究歷程恰與我國十二年國教所強調的素養導向之課程目標十分吻合，因此除了作為大學端的普通物理實驗教材之外，未來亦可作為高中端開發探究與實作課程的參考。 Utilizing the theory of situated learning and the presentations through micro-films, we develop the Physics Theatre to show how students can make use of simple and accessible measuring tools in exploring physics phenomena revealed by the exhibitions in the science museums. The major concepts adopted in designing the Physics Theatre include constructing learning environment closely related to the real world, enhancing the bonds between learning situations and our daily life, and prompting students’ willingness and inspirations of learning Physics. A few science inquiring scenarios appear in the Physics Theatre, such as observing phenomena, forming problems and hypothesis of the research targets through teamwork, figuring out and implementing the research methods, and draw reasonable conclusions from the analysis of the experimental results. So far, the films in the Physics Theatre cover three topics, i.e. Sound, Electromagnetic Induction, and Geometric Optics. To ensure its effectiveness in Physics teaching and learning, we choose the first-year engineering majored students as the pilot study group. The results show very positive responses in various aspects, such as stimulating learning interest, enhancing teaching achievement, and the practicability of the film contents. The Physical Theater has been included in the golden awarded massive open online course (MOOC) “University Physics Lab – SHM”. The award was presented by the association of E-Learning ROC in a nationwide competition in 2015. Besides being served as teaching materials for laboratory experiments in college physics, the scientific inquiry processes showed in our Physics Theater turn out to coincide with the literacy-based course objectives of 12-Year Basic Education Curricula. In fact, our research and on-site applications have also indicated that this Physics Theater can be extended to the senior high school in the Physics hands-on and related inquiry developing courses.

Utilizing the theory of situated learning and the presentations through micro-films, we develop the Physics Theatre to show how students can make use of simple and accessible measuring tools in exploring physics phenomena revealed by the exhibitions in the science museums. The major concepts adopted in designing the Physics Theatre include constructing learning environment closely related to the real world, enhancing the bonds between learning situations and our daily life, and prompting students’ willingness and inspirations of learning Physics. A few science inquiring scenarios appear in the Physics Theatre, such as observing phenomena, forming problems and hypothesis of the research targets through teamwork, figuring out and implementing the research methods, and draw reasonable conclusions from the analysis of the experimental results. So far, the films in the Physics Theatre cover three topics, i.e. Sound, Electromagnetic Induction, and Geometric Optics. To ensure its effectiveness in Physics teaching and learning, we choose the first-year engineering majored students as the pilot study group. The results show very positive responses in various aspects, such as stimulating learning interest, enhancing teaching achievement, and the practicability of the film contents. The Physical Theater has been included in the golden awarded massive open online course (MOOC) “University Physics Lab – SHM”. The award was presented by the association of E-Learning ROC in a nationwide competition in 2015. Besides being served as teaching materials for laboratory experiments in college physics, the scientific inquiry processes showed in our Physics Theater turn out to coincide with the literacy-based course objectives of 12-Year Basic Education Curricula. In fact, our research and on-site applications have also indicated that this Physics Theater can be extended to the senior high school in the Physics hands-on and related inquiry developing courses.