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以實境解謎對比實例帶入法於人工智慧課程中數學焦慮降低與學習成效提升之研究

Thu, 01 Aug 2024 00:00:00 GMT

標題: 以實境解謎對比實例帶入法於人工智慧課程中數學焦慮降低與學習成效提升之研究作者: 廖柏凱摘要: 隨著深度學習技術的迅速演進，人工智慧（AI）已進入高速發展階段，成為現今教育與產業不可或缺的核心知識。然而，人工智慧之基礎原理多以數學為根基，無論是神經網路中的感知器模型，或其他AI演算法，皆需理解符號運算與抽象邏輯推理，對於部分學生而言，常引發數學焦慮，並可能影響其學習成效。因應此挑戰，本研究探討以實境解謎教學對於學生數學焦慮緩解與學習成效提升之影響。本研究設計與實施了三次實境解謎教學活動，其中兩次聚焦於人工智慧之數學基礎；另安排一次傳統數學教學中引入實例進行對照教學。研究採用量表問卷與學習成績評量為主要工具，於課程前、中、後共進行三次數學焦慮評量。經由篩選排除未完成三次測驗者及正反向題目失衡樣本後，共回收55份有效收測者樣本。結果顯示，實境解謎教學數學並不會提高學生的數學焦慮。然而，在以計算為主的測驗時，學生的焦慮感仍有升高。此外，研究發現，長期數學焦慮與學習成就呈低度負相關（r < -0.2），而短期焦慮則與成就呈低度正相關（r > 0.2），顯示適度焦慮可能具有正向驅動效益。數學焦慮與課程綜合表現並無顯著相關性。本研究發現，數學焦慮未必全然為負面因素，適當的教學設計，特別是結合遊戲化與重理解導向的實境解謎教學，對於降低學生在面對數學概念時的抗拒與焦慮，具有正向效果，亦有助於促進學習成效。 With the rapid advancement of deep learning technologies, artificial intelligence (AI) has entered a stage of accelerated development and has become an essential domain in both education and industry. However, the fundamental principles of AI are deeply rooted in mathematics. Whether it is the perceptron model in neural networks or other AI algorithms, understanding symbolic computation and abstract logical reasoning is essential. For some students, this mathematical foundation often triggers math anxiety, which may negatively impact their learning performance. To address this challenge, the present study investigates the effects of real-world puzzle-solving learning on alleviating students’ math anxiety and enhancing learning outcomes in an AI course. The study implemented three gamification teaching activities, two of which focused on the mathematical foundations of AI. Additionally, one traditional math teaching session incorporating contextual examples was conducted as a comparative condition. A combination of standardized math anxiety scales and academic performance assessments was employed. Measurements were conducted at three points: before, during, and after the instructional intervention. After excluding participants who did not complete all three assessments or failed to meet the reverse-scoring validity checks, a total of 55 valid responses were retained for analysis. The results revealed that puzzle-solving gamification did not increase students' math anxiety when teaching mathematical concepts. However, an increase in anxiety was observed when students faced calculation-heavy assessments, such as the final exam. Interestingly, a weak negative correlation (r < -0.2) was found between long-term math anxiety and academic achievement, while a weak positive correlation (r > 0.2) emerged between short-term anxiety and learning outcomes, suggesting that moderate levels of anxiety may have a motivational effect. No significant correlation was observed between overall math anxiety and comprehensive course performance. This study highlights that math anxiety is not inherently detrimental and may, under certain conditions, contribute positively to learning. Well-designed instructional strategies, particularly those that incorporate gamification and understanding-centered puzzle-based learning, can effectively reduce students’ anxiety and resistance toward mathematical concepts, thereby fostering more positive learning experiences and outcomes.

師生學習共同體強化地質教育：以職涯發展為導向之教學研究

Thu, 01 Aug 2024 00:00:00 GMT

標題: 師生學習共同體強化地質教育：以職涯發展為導向之教學研究作者: 張英如摘要: 本研究目的在於因應高等教育對實務導向與跨域學習的需求，透過「師生學習共同體」與「職涯發展導向教學」的實踐，強化地質教育的教學創新與學習成效。計畫聚焦於「石油地質學」、「古生物與碳酸鹽岩石學」與「海洋地質與能源概論」三門課程，結合中油探採研究所與自然科學博物館等實作場域，設計包含:參訪、野外調查、實務操作之學習活動，建構貼近職場需求的地質教學模組，提升學生學用接軌與就業即戰力。課程採「做中學」與「協同教學」策略，搭配開放式教育資源(OER)、動畫輔助教材與真實案例，激發學生主動學習與探究動機。教學評量採多元模式，包括同儕互評、學習歷程檔案與kahoot等工具，以強化學生之知識建構與核心素養養成。教師團隊透過共備社群進行課程設計、課後省思與實作回饋，深化專業對話與教學省思，促進教師專業成長與課程品質優化。本計畫預期成果包含：(1) 建構以學習者為中心之地質教學模組，提升學生學習動機與實務能力；(2) 發展具職涯導向之課程設計與評量模式，縮短學用落差；(3) 建立教師共備社群，深化教師專業成長；(4) 提升學生就業即戰力與跨領域應用能力。透過真實場域與教學共學的融合，實踐地質教育的轉化與創新。 This study aims to address the growing demand in higher education for practical, interdisciplinary, and career-relevant learning by implementing a teaching model that integrates “teacher-student learning communities” with “career-oriented pedagogy.” Focusing on three key geology-related courses—Petroleum Geology, Paleontology and Carbonate Petrology, and Introduction to Marine Geology and Energy—the project incorporates real-world learning environments, including internships, field excursions, and lab-based specimen analysis in collaboration with the CPC Exploration and Production Research Institute and the National Museum of Natural Science.Instructional design is grounded in the principles of learning by doing and collaborative teaching, supported by open educational resources (OER), animation-based teaching materials, and case-based learning. These approaches aim to promote student engagement, critical thinking, and deep inquiry. Multiple assessment strategies such as peer review, reflective learning portfolios, and kahoot are used to enhance students’ knowledge construction and competency development. On the faculty side, a co-preparation community of instructors engages in curriculum co-design, post-class reflection, and instructional feedback, fostering professional dialogue and pedagogical growth. This collaborative approach aims to sustain continuous improvement of teaching quality and curriculum innovation. The anticipated outcomes of this project include: (1) the development of learner-centered instructional modules for geoscience education; (2) the integration of career-oriented course designs and assessment mechanisms; (3) the enhancement of students’ interdisciplinary problem-solving and practical skills; and (4) the establishment of a sustainable teacher co-learning mechanism. Ultimately, this initiative seeks to improve student learning outcomes and employability while supporting the broader transformation and innovation of geoscience education in Taiwan.

學習者正向學科任務價值感知策略提高學習動機的行動研究

Thu, 01 Aug 2024 00:00:00 GMT

標題: 學習者正向學科任務價值感知策略提高學習動機的行動研究作者: 林泰源摘要: 針對光電系大一的光電科技導論課程的學習促進，在陸續導入業師的產業巡禮講座課程、目標導向的漁村參訪、思惟導圖總結課程內容等學習模式後，申請人於2024年執行「結合自律學習與總結成功經驗教學策略提升學生學習動機與信念」計畫，引導學生透由自我學習回顧與總結自己成功的經驗，鼓舞學生的學習情緒提升其學習動機，結果顯示學生對於實踐「自律學習與自我學習總結」的學習方式表現出正向的感受及評價。本計畫進一步以「學習者的學科學習價值感受策略」以提升學生學習動機與信念。透由引導學生針對其專業學科內容進行專利檢索、閱讀與分析，理解專利資料庫豐富與詳細的技術資訊的自主學習行動，發現與瞭解其所學學科內容「實質上的意義感」，探討使學生感知學科課程正面的學科學習價值，是否能令大一學生產生正向的自我反應行為（學習動機），因此而促進其學習光電科技導論之學業表現？透由「科羅拉多科學學習態度調查」，結果顯示問卷所有類別中的平均數都有所提升，表明學生的能力和信心都有所提高。在「個人興趣（ Personal Interest）」、「一般問題的解決（Problem Solving General）、「解決問題的自信心（Problem Solving Confidence)）三個面向的變化成長特為明顯。總結而言，學生透過專利檢索、閱讀與分析之「學習者的學科學習價值感受策略」教學活動有助於提升學生的學習動機與信念，所達成之成效包括：（一）學生能進行專利檢索、閱讀與分析導向自主學習，成為主動的學習者。（二）建立學生的正向學科任務價值感知。（三）正向學科任務價值感知的策略可促進學生學習動機成效。 In order to promote the learning of the Fundamentals of Electro-optics Course for first-year students in the Department of Optoelectronics, the applicant implemented the "Action research on improving students' learning motivation and learning beliefs by combining self-regulated learning and forming successful concepts teaching strategies" plan in 2024 after gradually introducing learning modes such as industry tour lectures by industry experts, goal oriented fishing village visits, and mind mapping summary course content. The plan guided students to review and summarize their successful experiences through self-learning, encouraged their learning emotions, and enhanced their learning motivation. The results showed that students showed positive feelings and evaluations towards the practice of "self-discipline learning and self-learning summary" learning methods. This project further aims to enhance students' learning motivation and beliefs through the "learner's perception strategy of subject learning value". By guiding students to conduct patent research, reading, and analysis on their professional subject content, understanding the rich and detailed technical information in the patent database, discovering and understanding the "substantial sense of meaning" of the subject content they are learning, and exploring whether making students perceive the positive subject learning value of the subject curriculum can generate positive self reaction behavior (learning motivation) among first-year students, thereby promoting their academic performance in learning optoelectronic technology theory? According to the "Colorado Science Learning Attitude Survey", the results show that the average scores of all categories in the questionnaire have increased, indicating that students' abilities and confidence have improved. The changes and growth in the three aspects of 'Personal Interest', 'Problem Solving General', and 'Problem Solving Confidence' are particularly evident. In summary, the teaching activity of "Learner's Subject Learning Value Perception Strategy" through patent search, reading, and analysis can help enhance students' learning motivation and beliefs. The results achieved include: (1) students can engage in self-directed learning guided by patent search, reading, and analysis, becoming active learners. （2） Establish students' positive perception of the value of subject tasks. （3） The strategy of perceiving the value of positive subject tasks can promote the effectiveness of students' learning motivation.

地質學之實作、概念圖和合作學習

Tue, 01 Aug 2023 00:00:00 GMT

標題: 地質學之實作、概念圖和合作學習作者: 張英如摘要: 地質科學的教育宗旨是培養學生對地球物質、地球活動過程、地球結構的認識。台灣位於歐亞板塊和菲律賓海板塊的交匯處，是環太平洋地區火山和地震最活躍的地區。本課程延續過去執行計劃的做中學核心理念，並進一步做反思和修正，將強化實作和課程的連結，增加學生最期待的野外地質課，提供多方位的實作和教具的創新設計，以吸引更多學生對地質的熱情，實現地質知識的普及。在野外地質考查中，設計了有趣、引人入勝的活動，並提供獎勵，激發更多的學習動力。此外，加入概念圖教學，概念圖代表學生的知識結構，不僅可幫助學生組織能力，也作為科學教育者的教學策略和評估工具，教育工作者可透過概念圖從課堂評估中了解學生的學習狀況，調整教材，提高學習成果。本研究的目的是應用合作學習、概念圖來提高學生的學習成果。