在地球科學課融入創造性問題解決及合作學習策略之初探研究

A Study of the Incorporation of Creative Problem Solving and Cooperative Learning Strategies into Earth Science Instruction

張俊彥(Chun-Yen Chang) ； 程上修(Chang-Hsiu Cheng)

《科學教育學刊》 8卷3期 (2000/09) Pp. 251-272

https://doi.org/10.6173/CJSE.2000.0803.03

摘要

本研究以創造性問題解決策略融入小組合作學習的方式(Cooperative Learning and Creative Problem Solving-CLCPS)，設計三個地球科學之氣象教學單元，並以實徵教學研究初探此教學單元設計對高一學生「氣象概念」、「對地球科學學習態度」及「問題解決能力」之影響，最後並藉「課程意見調查表」了解學生對此教學單元的觀感及看法。本研究以台北市立某公立高中之197位學生為研究對象，實驗組學生98人，控制組學生99人，研究設計採不等前後測控制組設計；亦即在對兩組實施完前測後，實驗組學生接受為期3週6節的CLCPS教學，對照組則進行講述互動式的討論教學，教學結束後實施後測，實驗組學生並填寫「課程意見調查表」，經三個月後再實施延宕測驗，最後進行組別與性別雙因子的資料分析與整理。本研究的結果如下：(1)兩組學生經過教學後在氣象概念及學習態度的表現上均有顯著地進步；(2)對照組學生在氣象概念的表現上顯著地優於實驗組，在學習態度上兩組之間並沒有顯著的差異；而男女生間及組別與性別間的交互作用，在氣象概念與學習態度上亦均無顯著地差異；(3)在氣象概念延宕測驗表現上，兩組學生以及組別與性別間的交互作用沒有顯著差異，但女生的成績顯著地優於男生；(4)在「問題解決能力」的表現上，兩組學生沒有顯著差異，但女生在「總分」及「尋求解答」部份則顯著地高於男生；(5)實驗組學生大多對此教學單元持較正向的觀感及學習態度，他們認為這樣的教學方式應可增加創意及合作學習技巧；不過亦有學生提出上課秩序可能不佳的疑慮。

關鍵字

中等學校 ； 合作學習 ； 教學模式 ； 創造性問題解決

並列摘要

The main purpose of this study was to develop three instructional modules in the atmospheric sciences incorporating cooperative learning and creative problem solving (CLCPS) strategies. This study also investigated the impacts of the CLCPS sessions on students' concept learning, attitudes toward earthscience learning, and problem-solving abilities. In addition, students' perceptions of the CLCPS modules were also explored. Participants included 197 students, with 98 students in the experimental group and 99 in the control group. These students were enrolled in a public senior high school located in Taipei, Taiwan. A nonequivalent control-group design was employed, with the experimental group students received the CLCPS and the control group students received the Direct-Interactive Teaching Method (DITM), during a three-week period (six hours). The pretest, posttest, and retention test were administered to the students of both groups before, immediately after, and three months following the interventions. A 2 X 2 analysis of variance, with factors including groups and gender, was used to analyze the quantitative data. Results indicated that, (1) students in both groups achieved significant gains in their concept learning and attitudes toward earth-science learning; (2) the DITM significantly improved concept learning of students to a greater degree than the CLCPS, yet, there were no significant differences between these two groups in student attitudes toward earth-science learning. No significant differences were found for student concept learning and attitudes toward earth-science learning among gender and group-gender interactions; (3) there were no significant differences in the retention among groups and group-gender interactions. However, the female students performed significantly better than the male students on the retention test of concept learning; (4) no significant differences were found between both groups in problem-solving abilities, yet, the female students performed significantly better than the male students on the problem-solving ability test; and (5) most of the students in the CLCPS group held positive perceptions of the instructional modules. They believed that the CLCPS could help improve their creativity and cooperative-learning skills. However, few students also expressed concerns about classroom management regarding these instructional modules.

並列關鍵字

Secondary School ； Cooperative Learning ； Instructional Method ； Creative Problem Solving