智慧創客教學之探究：以普通物理實驗—力學為例

• Published in: Chung Cheng Educational Studies 2022-06, Vol.21 (1), p.121-164
• Main Authors: 陳姚真, 陳姚真, Yau-Jane Chen, 蕭和典, He-Dian Hsiao, 謝立宜, Lih-Yir Shieh, 甘宏志
• Format: Article
• Language: English
• ISSN: 1683-9552; 1683-9552
• DOI: 10.53106/168395522022062101004

第四代工業革命（工業4.0）的發展不僅引領了業界與學界的創新，也影響了人類的生活。本研究旨在開發普通物理實驗微電腦教學模組暨教材教具；再應用此一智慧創客教學於大一理工學院共同必修「普物實驗─力學」課程；並探討學生之學習成效。此課程以創意互動教學之優勢環境及互動教學模式為基礎，旨在營造創客實驗教學場域，並納入開放原始碼的單晶片微電腦模組，以建構普物實驗量測裝置，來激發及強化學生之自主學習與創客精神；同時培養邏輯運算與自動控制等程式設計能力，以達到學用合一之教學目標，進而提升未來就業競爭力。本研究兼採單組前後測及等組後測準實驗設計，實驗組採用智慧創客教學，對照組則採原有的創意互動教學。研究結果顯示，實驗組在教學後，對於「力學實驗設計概念與架設能力」及「程式設計概念與撰寫能力」皆顯著提升；而學生的「時間管理、訊息處理、專心、解決學習困難策略」與「程式設計概念與撰寫能力」及「期末測驗表現」有顯著正相關。因此，本研究能有效建置普物實驗力學課程之智慧創客教學模組，使學生迅速精準地驗證物理定律；同時提升教學相關器材費用之成本效益。學生訪談結果也顯示，學生在教學後已具備自行設計實驗之基礎能力。The development of the fourth generation of the industrial revolution (Industry 4.0) has led to innovations in the industry and academic world which affects human lives. The purposes of this study are to develop the iMaker Instruction, a microcomputer teaching module with materials, and explore students' learning effectiveness while applying iMaker Instruction in a compulsory general physics course for freshmen in both colleges of Science and Engineering. The iMaker Instruction is based on the Technology Enabled Active Learning (TEAL) approach to interactive environments and incorporates Arduino open-source microcomputer modules for general physics mechanics (GPM). These tools are used to stimulate and strengthen students' self-directed learning and creativity, while also cultivating their abilities of logic operations and automatic control in programming so that they can put their learning to use and enhance their employability in the future. This study adopts a quasi-experimental method for both one-group and equivalent-group pretest-posttest design. The iMaker Instruction was implemented in the experimental group, and the control group applied the TEAL model. The results indicate that students in the experimental group performed significantly better than the control group in their conceptual capabilities for mechanics experimental design and set-up, and also for programming design and development. In addition, the extent of students' time management, ability to focus on the course, and strategies for solving learning problems were positively correlated with their performance on the final exam. Thus, the iMaker instruction and materials with Arduino for experiments on GPM is found to be effective to assist students quickly and accurately verify the laws of physics. Moreover, the cost-effectiveness of the experiment equipment in this course was highly improved. Results of student interviews also indicate that the iMaker Instruction enables them to feel more confident i