國小生在探究式學習中自我效能感、表情符與科學概念理解之初探

本研究旨在使用Go-Lab線上探究式教材模組，探討國小學童自我效能感、表情符與科學概念理解的關聯性，並瞭解正負向心情的相關因子。研究對象為新北市一所國民小學的五年級學生，共計73位。本研究採用前實驗研究的單組前後測設計法，並同時運用質性與量化的研究方法進行探討。研究者依學生在「自我效能感量表」與「表情符」的分數，將學生分成高、低兩個組別。結果顯示，結構化探究式學習有助於學生對水溶液酸鹼度科學概念的理解。另外，探究活動後，學生在自我效能感之「我鼓勵自己完成自然課的作業」項目有顯著提升。高自我效能感的學生不僅進步幅度較大，心情也較佳。同樣地，心情較佳的學生也會有較大的進步幅度。學生正向心情的相關因子為「學業成就感」，尤其是「學業成就感」中的「難易度」與「任務達成」兩個項目。然而，負向心情的學生，往往難以表達自己負向感受的具體理由。最後，研究者依據研究結果，提出未來在提升學生心情與自我效能感之教學實踐與研究上的若干建議。

關鍵字

Go-Lab ；自我效能感；表情符；結構化探究式學習

並列摘要

This study aimed to explore the relationships among primary students' perceived self-efficacy, smileyometer, and understanding of scientific concepts, and to know the factors related to students' positive and negative moods via Go-Lab online teaching modules. The participants of this study were 73 fifth-graders at a primary school in New Taipei City. This study adopted a set of one-group pretest-posttest designs and used both qualitative and quantitative methods for data collection and analysis. The participants were assigned to either the high or the low group based on their scores on the perceived self-efficacy scale and the smileyometer. The results show that structured inquiry-based learning is beneficial for students to understand the scientific concept of acidity and alkalinity. In addition, after the inquiry activities, the participants significantly improved their scores on the perceived self-efficacy item ＂I motivate myself to complete science work and homework.＂ Furthermore, the participants with higher perceived self-efficacy not only made greater academic progress but also were in a better mood. Similarly, the participants in a better mood also made greater academic progress. The main factor leading to a positive mood for the participants is their academic achievement, particularly the two sub-items ＂degree of difficulty＂ and ＂task accomplishment.＂ However, the participants with negative moods could hardly express clear reasons for their negative feelings. Based on the results, the researcher provides suggestions for future instructional practices and studies to improve students' moods and perceived self-efficacy.

並列關鍵字

Go-Lab ； Perceived Self-Efficacy ； Smileyometer ； Structured Inquiry-Based Learning

參考文獻

陳欣珏、張俊彥(2019)。網路探究活動對國中高、低批判思考能力學生之探究能力及演化概念知識的影響。科學教育學刊，27(4)，229-250。https://doi.org/10.6173/CJSE.201912_27(4).0002

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1-18. https://doi.org/10.1037/a0021017

Baadte, C., & Schnotz, W. (2014). Feedback effects on performance, motivation and mood: Are they moderated by the learner's self-concept? Scandinavian Journal of Educational Research, 58(5), 570-591. https://doi.org/10.1080/00313831.2013.781059

Bakic, J., Jepma, M., De Raedt, R., & Pourtois, G. (2014). Effects of positive mood on probabilistic learning: Behavioral and electrophysiological correlates. Biological Psychology, 103, 223-232. https://doi.org/10.1016/j.biopsycho.2014.09.012

Bradbury, N. A. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Advances in Physiology Education, 40(4). https://doi.org/10.1152/advan.00109.2016

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國小生在探究式學習中自我效能感、表情符與科學概念理解之初探

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