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題名:運用App數位教材輔助青少年性教育課程介入之成效研究
作者:邱育佳
作者(外文):CHIU, YU-CHIA
校院名稱:樹德科技大學
系所名稱:人類性學研究所
指導教授:林燕卿
朱元祥
學位類別:博士
出版日期:2021
主題關鍵詞:青少年性教育行動學習鷹架理論問題導向學習Adolescent Sexuality EducationMobile LearningScaffolding TheoryProblem-based Learning
原始連結:連回原系統網址new window
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過去在相關的性教育介入,均是以課堂上教學進行效果的探討,並無以App作為輔助工具進行教學,而本研究則是以「性教育科技行動學習課程」與開發符合課程主題之App作為教學輔助工具,來探討青少年學生的學習成效。本研究採用準實驗設計,徵求高雄地區15-19歲,具有使用行動載具與Apps經驗之青少年學生共68位(實驗組31位、控制組37位),進行五週共十小時的教學介入,並以問題導向學習法結合自行開發之性教育App為課程輔助鷹架。本研究發現:
一、教學介入能有效提升實驗組學習者在性知識、性行為意向的學習成效表現,其中以「性別多樣化」在性知識、性態度、性行為意向效果最顯著。
二、近60%學習者喜愛情感教育主題內容,其中「關係經營」在性知識與性行為意向學習成效較佳,與之相關的「協商技能」和「分手技能」性行為意向表現也顯著提升,但「性別歧視」與「兩性交往」在性態度成效不顯著。
三、性騷擾主題僅在性知識有顯著進步表現,87%學習者不感興趣和印象度不深,但自我評估對此的性行為意向的信心程度較高。
四、學習者的性別、單獨約會經驗、戀愛經驗、被性騷擾經驗與行動學習經驗皆不影響教學介入成效。
五、學習者在性知識、性行為意向層面可產生更佳延宕效果。
六、多數學習者認同PBL教學模式與App的組合介面設計,並有意願課後與朋友分享討論。
整體而言,性教育App可將輔助效果延伸至非課堂時間,達到行動學習的總體目標,且多數學習者給予高度肯定和期待。最後,根據研究發現,本研究也提出對青少年性教育科技行動課程的教學與後續研究之建議。
In the past, related sexuality education interventions were based on the discussion of the effects of classroom teaching and did not use apps as teaching aids. This research is based on the "Sexuality Education Technology Action Learning Course" and the development of apps that fit the subject to explore the learning effectiveness of adolescent. This study adopts a quasi-experimental design and soliciting a total of 68 young students (31 in the experimental group and 37 in the control group) who are 15-19 years old in Kaohsiung and have experience in using mobile devices and apps. They will be taught for ten hours of teaching intervention for five weeks and use the problem-based learning method combined with the self-developed sexual education app as the curriculum support scaffold. This study found:
1.Teaching intervention courses can effectively improve the learning performance of the experimental group learners in sexual knowledge and sexual behavior intentions. Among them, "Gender Diversity" has the most significant effect in sexual knowledge, attitude and sexual behavior intentions.
2.Nearly 60% of learners love emotional education topics. Among them, "Relationship Management" is more effective in learning about sexual knowledge and sexual intentions, and the related "Negotiation Skills" and "Break-up Skills" sexual intentions have also improved significantly, but "Sexism" and "Gender Interactions" are not effective in sexual attitudes.
3.The topic of sexual harassment only showed significant progress in sexual knowledge and 87% of learners are not interested and impressed, but self-assessment has a high degree of confidence in this sexual behavior intention.
4.The learner’s gender, individual dating experience, love experience, sexual harassment experience, and action learning experience do not affect the effectiveness of teaching intervention.
5.Learners can produce better delay effects at the level of sexual knowledge and sexual behavior intentions.
6.Most learners agree with the combined interface design of PBL teaching mode with sexuality app and are willing to share discussions with friends after class.
In general, the sexuality education app can extend the auxiliary effect to non-class time and achieve the overall goal of action learning and most learners give high affirmation and expectations. Finally, based on the findings of the research, this research also puts forward suggestions on the practical implications and follow-up research of the adolescent sexuality education technology action course.
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