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題名：合作學習的類比學習環對國中學生壓力概念學習成效之研究
作者：林建隆
作者(外文)：Jang - Long Lin
校院名稱：彰化師範大學
系所名稱：科學教育研究所
指導教授：徐順益
學位類別：博士
出版日期：2001
主題關鍵詞：合作學習的類比學習環；小組討論；類比橋；cooperative-analogical learning cycle；group discussion；bridging analogy
原始連結：連回原系統網址new window
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中文摘要
本研究應用量與質兩種研究法並行的方式，探究合作學習的類比學習環的效果，以四個主要類比思考機制，確認、檢索、映射以及評估為基礎，再介入類比橋、模型類比、以及多重類比等策略，配合以問題為中心小組討論的合作學習教學，發展一壓力單元實驗教材，並對學生在學習過程中於認知面、態度面與社會面等所發生的各種現象，進行全貌性的探討。
研究樣本取自台灣省中部地區兩所國中二年級，尚未學習過國中理化壓力概念單元的學生，每校隨機選兩個班級，並隨機分配一班為控制班，另一班為實驗班，合計四個班。各班原任理化課之教師，就分別為該實驗組或控制組之教師。研究量的資料來源，是對學生施以前測、邏輯推理測驗與後測的成就測驗。並取前測與邏輯推理測驗成績當共變項，進行共變異數分析，考驗學生的學習成效。質的資料則取自，一個實驗班的八個小組中隨機選取一個小組，作為觀察、攝影與錄音的對象。經由前、後測結果的比較及觀察所轉錄小組學習活動過程的原案分析，有下列主要發現：
一、實驗組學生在固體壓力概念的學習，顯著優於控制組。
二、實驗組學生在液體壓力概念的學習，顯著優於控制組。
三、在液體壓力概念的學習，具體操作期及過渡操作期的學生受惠尤佳。
四、確認、檢索、映射與評估四個認知機制的類比思考，可以有效的提升學生壓力概念的學習。
五、經由合作學習的類比學習環教材之實驗教學，就態度面而言，能提升學生對壓力概念的學習興趣，另就社會面而言，也能提昇學生參與熱烈的討論。
六、在合作學習的類比學習環教材之實驗教學過程中，師生互動與同儕互動下，對於彼此間之經驗共享、教學環境及教室氣氛皆能有所改善。
關鍵詞：合作學習的類比學習環、小組討論、類比橋。
The study for analysis of cooperative —analogical learning cycle on the conceptual change of hydrostatic pressure at junior high level.
Abstract
The purpose of this study was to test the effects of the cooperative-analogical learning cycle which is based on the four analogical mechanisms referring to identification, retrieving, mapping and evaluation. In order to investigate the whole learning feature both of qualitative and quantitative researching methods were to the analysis the data collecting from the full learning processes. The students’ cognitive achievement, attitudinal and social changes were investigated in the learning processes also. Bridging analogical, model analogical and multiple analogical and problem-centered strategies were involved in developing the experimental module of solid and hydrostatic pressure.
The samples were from four classes of two junior high schools in the center part of Taiwan. They were not learned the solid and hydrostatic pressure concepts yet. Two classes were selected from each school by random. The one class was assigned to experimental group and the another was being control group. Their present physical- science teachers were still responsible for teaching each class. The data was collected from the students’ pre-test, group assessment of logical thinking test（GALT） and post-test. In the quantitative aspect, the experiment aimed at analysis the effects of the cooperative-analogical learning cycle, that an experimental procedure was used to carry out the cycle. The qualitative data of this study was collected from one of eight divided experimental group which was chosen by random to observed, video and sound recorded. The results were found as follows:
1. The experimental group performed significantly better than the control group.
2. The students of experimental group at concrete level and transitional level performed significantly better than control group.
3. The components of the analogical reasoning, identification, retrieving, mapping and evaluation affected students’ performance positively to the hydrostatic pressure learning.
4. Application of this technique has four cognitive mechanisms, which are identification, retrieving, mapping and evaluation. They can improve the students’ learning of the pressure concept.
5. As far as the students’ attitude is concerned, the cooperative — analogical learning can increase their learning interests of the pressure concept; as far as their sociality is concerned, it also can encourage them to participate in a discussion enthusiastically.
6. In the process of cooperative-analogical learning cycle, discussions and interactions between teachers and the students or the classmates can promote their sharing of experience, and improve atmosphere of a classroom.
Key words：cooperative-analogical learning cycle,
Bridging analogy, group discussion.
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