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題名:國小自然與生活科技學習領域問題導向學習之研究
作者:鄭宇樑
作者(外文):Yu-liang Cheng
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所
指導教授:汪榮才
學位類別:博士
出版日期:2007
主題關鍵詞:學習成就學習動機問題解決能力國民小學自然與生活科技學習領域問題導向學習elementary schoolnatural scienceproblem-based learningachievementmotivationproblem-solving ability
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(3) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:0
  • 點閱點閱:69
本研究的目的在探討問題導向學習對國小學生在自然與生活科技學習領域學習成就、學習動機與問題解決能力的影響。
本研究採「不相等控制組前後測設計」之準實驗研究法進行實驗,實驗對象為台南市某國小三年級二個班級之70名學生,其中一個班級的學生共35名為實驗組,另一班亦35名為控制組。於九十五學年度第一學期,實驗組學生在自然與生活科技學習領域接受四個單元,十九週48節,共 1920分鐘的問題導向學習之教學方法。而控制組學生則依照教學指引進行教學活動,其教學單元及教學時間與實驗組正式教學時間相同。
本研究之實驗組及控制組之受試者於實驗教學之前後,分別接受學習成就、學習動機、問題解決測驗及問題解決實作評量之施測;實驗組多接受解題策略晤談及教學意見之調查。
本研究之主要結果如下:
一、 實驗組學生與控制組學生在「自然與生活科技學習領域成就測驗」之分數
無顯著差異。
二、 實驗組學生在「自然與生活科技學習領域學習動機量表」之分數顯著高於
控制組的學生。
三、 實驗組學生在「自然與生活科技學習領域問題解決測驗」之分數顯著高於
控制組的學生。
四、 實驗組學生在「自然與生活科技學習領域問題解決實作評量」之分數顯著
高於控制組的學生。
五、實驗組學生在問題導向學習各階段中,均能運用各種解題策略。不同解題能力水準學生之解題策略在應用之頻率及經驗內涵有差異。
六、多數實驗組學生對問題導向學習持正向的態度。
The purpose of this study was to assess the effectiveness of problem-based learning on natural science for elementary school students.
An experiment with pretest-postest nonequivalent-control-group design was conducted. The subject were 70 third grade students in 2 class drawn from an elementary school in Tainan. Thirty-five students in one class were assigned to the experimental group, and 35 students in the other class were to the control group. The experimental group received problem-based learning, while the control group received traditional teaching.
The main findings of this study were as follows:
1. There were no significant differences in achievement of natural science between the experimental group and the control group.
2. There were significant differences in motivation of learning to natural science between the experimental group and the control group.
3. There were significant differences in problem-solving test scores between the experimental group and the control group.
4. There were significant differences in performance test scores on natural science between the experimental group and the control group.
5. The experimental group students used a variety of strategies in problem-based learning process
6. Most of the experimental group students possessed a positive attitude toward problem-based learning.
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