應用化學學習策略評量工科學生演算與概念的理解能力

Applying Learning Strategies of Chemistry to Assessing Engineering Students' Algorithmic and Conceptual Understanding Ability

本研究目的旨在評量工科學生，經學習策略融入化學課程演算的精熟與概念理解程度，學習策略則包含概念圖與動力動畫等視覺模組。以統計分析法，分析學生的特質與氧化還原計量化學學習成就。研究對象以選修化學課程之165位工科學生作為研究樣品。研究結果顯示策略學習有助於兩組學生後測學習比較，達顯著差異（p＜.001）且Cohen實驗效果量為f＝.722；演算與概念成對試題回應百分率，顯示實驗組優於控制組；研究結果也顯示出實驗組學生正面的學習態度和喜歡程度，對學習推論過程較佔優勢。本研究也描述有助於融入式策略課程之研究，應用建構主義設計原理，以增進學生化學學習演算的精熟、概念理解與學習態度。

This study evaluated engineering students’ algorithmic proficiency and conceptual understanding by using strategic learning of integrated chemistry course. The learning strategy of visual model included concept map and dynamic animations. The characteristics of students and their learning achievements toward redox stoichiometry course were analyzed by statistical methods. The samples in this study included 165 undergraduate students who took chemistry. Analytical results indicate that the strategic learning facilitates learning comparisons and out-performances in two groups of students in different post-test (p < .001) and Cohe’s effect size (f=.722). In contrast with statistic finds of post-tests, experimental group students get more formulated goals in answering percentage of algorithmic and conceptual pairs than those of control group students. The experimental group students’ positive attitude and learning disposition also provide the predominant advantage for their successful reasoning processes. The study described some helpful approaches to the incorporation of strategic course which utilizing constructivist design principles to facilitate the student’s algorithmic proficiency and conceptual understanding toward chemistry learning.