合作學習策略於護專化學課程學習成效之研究：以“原子結構”領域為例

The Effect of Cooperative Learning of Atomic Structure Lesson in a Two-year Nursing College

王凱平(Kai-Ping Wang)

《科學教育學刊》 15卷5期 (2007/10) Pp. 593-611

https://doi.org/10.6173/CJSE.2007.1505.05

摘要

本研究旨在探討合作學習策略對護專學生在化學課程中「原子結構」領域學習成效之影響。本研究採不等組前－後測準實驗設計，以護理科二專一年級兩個班級，共108名學生為研究對象，實施為期七週十四小時的實驗教學。研究工具包含「學習感受問卷」、「學習成就測驗」及「合作學習意見調查表」等，以了解學生學習後的態度及反應。本研究所獲得的結果為同質性分組可以有效提升學習成效，中、低分群的學生在合作學習下，學習成效達顯著差異。合作學習策略有助於實驗組學生學習感受。此外，同學很重視生活經驗與化學的相關性，對於合作學習策略的學後反應大多數同學均認為值得學習。

關鍵字

合作學習策略 ； 原子結構

並列摘要

This study explored the effect of cooperative learning on students' learning achievement in the lesson of ”Atomic Structure”, of a chemistry class in a Nursing College. The quasi-experiment method was designed for this study. The participants, 108 students from two freshman classes, had taken the cooperative learning in the lab for seven weeks, or 14 hours period. The tools were the questionnaire of learning reception, learning achievement tests, and the questionnaire of comments on cooperative learning. This study found that the homogeneous grouping could promote students academic achievement effectively. The learning achievements of students from the medium or the low level of the experimental group was better than that of control group. The cooperative learning strategy was helpful to students' attitude toward learning. Additionally, students related the real experience to the chemistry learning. Most students in the experimental group agreed that it is worth for cooperative learning.

並列關鍵字

Cooperative Learning Strategy ； Atomic Structure

參考文獻

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胡景瀚()。