“問題解決”或“無問題解決”？電腦輔助教學成效的比較研究

To Problem Solving or Not to Problem Solving? A Comparison of Different CAI Effectiveness

張俊彥(Chun-Yen Chang) ； 董家莒(Chia-Chu Tung)

《科學教育學刊》 8卷4期 (2000/12) Pp. 357-377

https://doi.org/10.6173/CJSE.2000.0804.04

摘要

本研究之目的在研發以「問題解決」為基礎之電腦輔助教學軟體，並探究此教學軟體的成效。本研究以「呈現問題、計畫解決途徑、資料與資訊的蒐集儲存整理、執行計畫」四個問題解決步驟來發展此教學軟體，並以中部某國立高中正接受地球科學課程的高一學生為研究對象，有效樣本共155名學生。研究工具包括土石流單元成就測驗、對地球科學態度問卷、以及電腦教學軟體使用意見調查表。研究設計採用實驗研究法之等組前後測設計，亦即將學生分為接受「問題解決」為基礎之電腦輔助教學組（實驗A組）與接受「無問題解決」為基礎之電腦輔助教學組（實驗B組），在施以前測後即進行兩節課的電腦輔助教學，教學軟體中包含有六個主要的學習區，並以程式記錄學生的學習路徑與時間，教學結束後實施後測與八週後的延宕測驗，資料分析方面則採用變異數分析法(ANOVA)及共變數分析法(ANCOVA)。研究結果如下：(1)實驗A組在後測知識層次及後測總分上顯著地優於實驗B組；(2)實驗A組在八週後延宕測驗的表現上，更由後測時的知識層次提升至理解層次達到顯著地優於實驗B組；(3)對地球科學態度及電腦教學軟體使用意見調查的分析上，兩組學生之間並無顯著差異；(4)實驗A組在模擬真實情境的「野外考察」學習區所花費的時間，以及具有後設認知意涵的「折返學習」次數上顯著地高於實驗B組。因此，本研究所研發之「問題解決」為基礎的電腦輔助教學軟體，除了有助於學生在學習成就的表現與認知層次的提升之外，「問題解決」的架構設計亦可作為未來研發類似地球科學電腦輔助教材的參考。

關鍵字

中等教育 ； 問題解決 ； 電腦輔助教學 ； 學習成效

並列摘要

The main purpose of this study was to develop the Problem-Solving-Based Computer-Assisted Instruction (PSBCAI) and investigate the impacts of the PSBCAI on students' learning outcomes. The PSBCAI is based on the following four problem-solving stages: presenting the problem, planning solutions, collecting necessary information, and carrying out plans. Participants included 155 tenth-grade students enrolled in a required earth science course at a national senior high school located in the central region of Taiwan. Data collection instruments included the Achievement Test on the Debris- Flow Hazard, Attitudes toward Earth Science Inventory, and the CAI Opinions Questionnare. A pretest-posttest control-group experimental design was employed, i.e., the experimental group students received the PSBCAI and the comparison group students received the Non-PSBCAI (NPSBCAI). The pretest, posttest, and a retention test were administered to the students immediately before, after, and 8 weeks after the CAI instruction, respectively. The CAI software consisted of six major learning sections and was able to log students' learning and duration. An analysis of variance (ANOVA) and an analysis of covariance (ANCOVA) were used to analyze quantitative data. results revealed that (1) the PSBCAI significantly improve the achievement of students, especially at the knowledge level, to a greater degree than the NPSBCAI; (2) the PSBCAI significantly enhanced students' comprehension level on the retention test to a greater degree than the NPSBCAI; (3) there were no significant differences between the two groups on both student attitudes toward the subject matter and student opinions toward the CAI; and (4) the PSBCAI group students spent significantly more time in the simulation-type ”Field Trip,” learning section than the NPSBCAI group students. The PSBCAI group also engaged in significantly more metacognition-type reflection than the NPSBCAI students. These findings suggest that incorporating the PSBCAI into secondary schools has the potential to improve students' earth science achievement and serving as a model for future CAI development.

並列關鍵字

Secondary Education ； Problem Solving ； Computer-Assisted Instruction ； Learning Outcomes