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題名：透過情境興趣教學策略促進高一學生之遺傳學學習
書刊名：科學教育學刊
作者：鄭瑞洲／洪振方 引用關係／黃臺珠
作者(外文)：Cheng, Jui-chou／Hung, Jeng-fung／Huang, Tai-chu
出版日期：2016
卷期：24:2
頁次：頁115-137
主題關鍵詞：個人興趣；情境興趣；情境興趣教學策略；學習成就；學習動機；Individual interest；Situational interest；Situational interest teaching strategy；Academic achievement；Learning motivation
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 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:82
  • 點閱點閱:26
興趣影響學習，本研究旨以情境興趣理論基礎，開發高中生物遺傳單元之多元教學策略及動手做實驗策略模組課程，與傳統教學組比較其教學對學生情境興趣、個人興趣、學習動機及學習成就的影響，並探討教學後三組學生的情境興趣影響學習成就間之徑路關係。本研究計有高中一年級3個班級133名學生參與，分別有45位、44位與44位學生參與多元教學策略組、動手做實驗組及傳統教學組課程，歷時五週。三組教學前後，分別以量表蒐集學生的情境興趣、個人興趣、學習動機及學習成就之資料，並以單因子共變數分析、徑路分析及效果值進行統計考驗。研究結果顯示：多元教學策略組在情境興趣、個人興趣、學習動機及學習成就，優於動手做實驗組及傳統教學組；而動手做實驗組僅在情境興趣優於傳統教學組。徑路分析發現，教學後多元教學策略組學生的情境興趣藉由個人興趣及學習動機間接影響學習成就；而動手做實驗組學生的情境興趣主要直接影響及部分藉由個人興趣及學習動機間接影響學習成就；而傳統教學組學生的情境興趣無法直接或間接的影響學習成就。
Interest plays a vital role in learning. This study developed teaching modules on biology genetics based on the theory of situational interest. The purpose of this study was two-fold: 1) to assess effects of the modules with different teaching strategies on studentsʼ situational interest, individual interest, learning motivation and academic achievement, and 2) to investigate a path of how students' situational interest influences their academic achievement. A total of 133 10thgrade participants were split into three groups (n = 45, 44, and 44) to receive teaching modules with three different teaching strategies, namely multiple strategies, hands-on strategy, and traditional strategy. The instructional period lasted five weeks. Questionnaires were collected before and after the teaching. The data were analyzed using ANCOVA and path analysis. Cohenʼs η2 values were used to calculate the effect sizes. The results showed that the multiplestrategies group increased significantly better than the hands-on group and the traditional group on situational interest, individual interest, learning motivation and academic achievement scores after teachings. The hands-on group only performed significantly better than the traditional group on situational interest. In addition, based on the path analysis, student academic achievement was indirectly influenced by situational interest, and was mediated by individual interest and learning motivation for the multiple-strategy group after teaching. However, for the hands-on group, student academic achievement was directly influenced by situational interest and were partly mediated by individual interest and learning motivation. The students' situational interest did not directly or indirectly influence the academic achievement for the traditional group.
期刊論文
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41.Meyer, Debra K.、Turner, Julianne C.(2002)。Discovering emotion in classroom motivation research。Educational Psychologist，37(2)，107-114。  new window
42.Krapp, A.(2002)。Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective。Learning and Instruction，12(4)，383-409。  new window
43.Hidi, S.、Harackiewicz, J. M.(2000)。Motivating the academically unmotivated: A critical issue for the 21st century。Review of Educational Research，70(2)，151-179。  new window
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會議論文
1.Foley, B. J.、McPhee, C.(2008)。Students' attitudes towards science in classes using hands-on or textbook based curriculum。The meeting of the American Educational Research Association。  new window
2.Mitchell, M.(1997)。Situational interest in the statistics classroom。The Annual Meeting of the American Educational Research Association。  new window
研究報告
1.林煥祥、劉聖忠、林素微、李暉(2008)。臺灣參加PISA 2006成果報告 (計畫編號：NSC95-2522-S-026-002)。臺北市。  延伸查詢new window
圖書
1.The Organization for Economic Cooperation and Development(2007)。PISA 2006: Science competencies for tomorrow's world。  new window
2.George, D.、Mallery, P.(2002)。SPSS for Windows step by step: A simple guide and reference, 11.0 update。Boston, MA：Allyn & Bacon。  new window
3.Renninger, K. A.(2007)。Interest and motivation in informal science learning。Washington, DC：Board on Science Education, The National Academies。  new window
4.Ogborn, J.、Kress, G.、Martin, I.、McGillicuddy, K.(1996)。Explaining science in the classroom。Buckingham：Open University Press。  new window
5.Renninger, K. Ann、Hidi, Suzanne、Krapp, Andreas(1992)。The role of interest in learning and development。Lawrence Erlbaum Associates, Inc.。  new window
6.張春興(1996)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
7.Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。  new window
其他
1.Efthimiou, C.，Llewellyn, R.，Maronde, D.，Winningham, T.(2006)。Physics in films: An assessment，http://arxiv.org/abs/physics/0609154。  new window
2.Trends in International Mathematics and Science Study(2011)。About TIMSS 2011，http://timss.bc.edu/timss2011/index.html， 2013/11/26。  new window
圖書論文
1.Hidi, Suzanne、Anderson, Valerie(1992)。Situational interest and its impact on reading and expository writing。The role of interest in learning and development。Lawrence Erlbaum Associates, Inc.。  new window
2.Lazarowitz, R.、Hertz-Lazarowitz, R.(1998)。Cooperative learning in the science curriculum。International handbook of science education。Dordrecht, NL：Kluwer Academic。  new window
 
 
 
 
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