問題本位學習對四年級學童的問題解決與批判思考之影響

The Effects of Problem-Based Learning on the Problem Solving and Critical Thinking of Fourth Graders

楊坤原(Kun-Yuan Yang) ； 陳建樺(Jian-Hua Chen) ； 張賴妙理(Miao-Li Changlai)

《科學教育學刊》 19卷3期 (2011/06) Pp. 185-209

https://doi.org/10.6173/CJSE.2011.1903.01

摘要

The purposes of this study were to investigate problem solving and critical thinking of fourth-grade students who were given Problem-Based Learning (PBL) instruction compared to students who were given a more traditional non-PBL instruction. Four classes of students were selected from a public elementary school in Tau-Yuan county and classes were randomly divided into two experimental groups (n=65) and two control groups (n=65) to implement PBL and lecture-based teaching respectively. The groups of students were tested by the Test of Problem-Solving, Cornell Critical Thinking Test (Level X) and the results from paired t-tests showed that the means of posttests in these two tests for experimental group students were significantly better than those of pretests (p＜.010). One-way analysis of covariance found significant differences between the means of posttests in these two tests for experimental group students and control groups (p＜.050). These findings suggested that PBL promoted the problem solving and critical thinking abilities of fourth graders. Evidence derived from the qualitative data analysis found that the experimental groups brainstormed the various causes of problems and exercisable problem-solving methods according to the problem scenarios. They reflected how to improve and resolve the difficulties they suffered when designing experiments and determining learning issues. They also actively confirm the reliability of the data collected from different sources and made deductive reasoning based upon the data. These findings suggested PBL was beneficial for fourth graders to develop their competency of problem solving and critical thinking.

關鍵字

批判思考 ； 問題本位學習 ； 問題解決

並列摘要

The purposes of this study were to investigate problem solving and critical thinking of fourth-grade students who were given Problem-Based Learning (PBL) instruction compared to students who were given a more traditional non-PBL instruction. Four classes of students were selected from a public elementary school in Tau-Yuan county and classes were randomly divided into two experimental groups (n=65) and two control groups (n=65) to implement PBL and lecture-based teaching respectively. The groups of students were tested by the Test of Problem-Solving, Cornell Critical Thinking Test (Level X) and the results from paired t-tests showed that the means of posttests in these two tests for experimental group students were significantly better than those of pretests (p＜.010). One-way analysis of covariance found significant differences between the means of posttests in these two tests for experimental group students and control groups (p＜.050). These findings suggested that PBL promoted the problem solving and critical thinking abilities of fourth graders. Evidence derived from the qualitative data analysis found that the experimental groups brainstormed the various causes of problems and exercisable problem-solving methods according to the problem scenarios. They reflected how to improve and resolve the difficulties they suffered when designing experiments and determining learning issues. They also actively confirm the reliability of the data collected from different sources and made deductive reasoning based upon the data. These findings suggested PBL was beneficial for fourth graders to develop their competency of problem solving and critical thinking.

並列關鍵字

Critical Thinking ； Problem-Based Learning ； Problem Solving

參考文獻

毛連塭、吳清山、陳麗華(1992)。康乃爾批判思考測驗修訂報告。初等教育學刊。1，1-28。

毛連塭、吳清山、陳麗華(1992)。「康乃爾批判思考測驗X級」指導手冊。臺北市:臺北市立師範學院。

吳耀明(2005)。問題本位學習在國小自然科之應用研究。新竹教育大學學報。21，35-73。

問題本位學習推動小組(2008)。問題本位學習手冊。桃園縣:中原大學教育研究所教師專業成長中心暨科學解題與探究研究室。

張雨強、馮翠典(2009)。開放題編製的理論與技術研究。上海市:華東師範大學。