學思達融入BOPPPS教學模式輔助普通化學學習成效之研究

Incorporation of the BOPPPS Model into Sharestart Teaching Method for Improving the Learning Outcomes of General Chemistry

王修璇(Hsiou-Hsuan Wang)

《教學實踐與創新》 2卷2期 (2019/09) Pp. 39-74

https://doi.org/10.3966/261654492019090202002

摘要

化學是自然科學的基礎學科，教學內容常有抽象的專有名詞，多變的化學現象，再加上學生對英文原文書閱讀困難，造成學習低落，影響學習成效。基此，研究者以學生學習為主體，重新設計教學策略，藉由學思達多媒體影片，讓學生從視覺化學習理解化學變化，透過圖表學習單講義，減輕閱讀原文書壓力。課堂中採BOPPPS教學模式，引導學生分段學習，並採異質性分組進行同儕互助與共學，提高學習的參與度、專注力及學習動機。課堂教學歷程以即時反饋系統進行形成性評量，透過前測瞭解學生對學思達教材學習的理解程度，透過後測瞭解BOPPPS教學模式對主題單元學習成效的影響，不僅檢視學習歷程，並即時課堂回饋，強化師生互動。本研究採個案研究法，研究對象為本校化學工程與材料工程學系大一學生，以量化和質性分析探討學習成效。研究結果顯示，學思達教學法能提升學生對化學知識的理解，在課堂中融入BOPPPS教學模式，帶動小組合作與同儕討論，有助於提升中、低成就學生的學習成效，明顯拉近高、中、低不同學習成就者在四個主題單元的表現。學習滿意度分析顯示，能增進學生學習興趣與促進學習動機。此外，教師根據學生每個主題單元學習後的質性回饋，於教學歷程中及時調整和改善教學與學習氛圍，提升學習成效與教學品質。

關鍵字

BOPPPS教學模式 ； 即時反饋系統 ； 學思達教學法 ； 學習動機 ； 學習成效

並列摘要

Chemistry is a basic subject in natural science, and its teaching involves the explanation of various abstract technical terms and chemical phenomena. Moreover, students with difficulty in English reading may face additional challenges when English textbooks are used for the teaching, leading to low learning efficiency and outcomes. Accordingly, this study redesigned a teaching strategy centered on student learning and used videos produced by Sharestart to help visualize the learning content of chemistry (e.g., graphical worksheets and supplementary learning materials) for students, thus improving their comprehension of the English textbooks. The bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary (BOPPPS) teaching model was used to guide student in learning stage by stage. Heterogenous grouping was applied to facilitate mutual assistance and colearning among peers, thereby enhancing learning engagement, concentration, and learning motivation. This study conducted formative assessment on the classroom teaching process by using an interactive response system, and investigated students' comprehension on the Sharestart learning materials through pre-assessment. In addition, post-assessment was conducted to understand the effect of the BOPPPS teaching model on theme-based learning outcomes. These practices enabled the researchers to examine students' learning process, facilitated instant feedback in class, and enhanced teacher-student interaction. Adopting a case study design, this study conducted quantitative and qualitative analyses to explore the learning outcomes of the research participants, who were first-year students at the university's Department of Chemical and Materials Engineering. The results revealed that the Sharestart teaching method improved students' comprehension of chemistry concepts. Incorporation of the BOPPPS teaching model in class boosted teamwork and peer discussions, which was conducive to improving students' learning outcomes with moderate-to-low academic performance and thus substantially reduced the differences among the learning performance of students with high, moderate, and low learning achievements in the three learning themes. An analysis on the learning satisfaction showed that the teaching model increased students' interest in learning and motivation to learn. Moreover, using the qualitative feedback provided by students in the end of each subject, the teachers adjusted and improved the atmosphere of teaching and learning in the course of teaching, hence improving the learning outcome and teaching quality.

並列關鍵字

BOPPPS learning model ； interactive response system (IRS) ； Sharestart teaching method ； learning motivation ； learning outcome