應用學習鷹架融入教學對於學生學習活動分析成效之探索

Integrating Scaffold Strategies into Activity Analysis to Enhance Students' Learning Achievement

洪佳慧(Chia-Hui Hung) ； 林陳涌(Chen-Yung Lin)

《職能治療學會雜誌》 29卷1期 (2011/05) Pp. 82-106

https://doi.org/10.6594/JTOTA.2011.29(1).05

摘要

職能治療經由活動分析提供有目的的活動，以協助個案促進職能。活動分析是職能治療師臨床工作中必備的核心技巧，因此，專業培育過程中，必須提供適度的學習協助以利學生專業能力的獲得。本文之目的為探究學習鷹架融入「活動分析」課程中，對於學生學習之效益。90位職能治療學生隨機分為三組，A組以學習工具鷹架、B組以學習工具及教學者鷹架做介入，C組為控制組。學習工具鷹架以自行設計、具引導性問句之「引導式活動分析表」作為介入，施測者間信度為 .82；表格經專家審查後，亦具內容效度。同時，以教師口語引導作為教學者鷹架。各組學生經5週的「活動分析」課程後，比較三組之學習成效差異。結果顯示三組學生以不同學習鷹架作輔助，學習成效有顯著差異。於事後比較，使用學習工具鷹架與教學者鷹架之組別，學習成效均優於控制組，並具有很大的效益與高度關連性（ω^2=.45）。深入分析發現，學習工具鷹架可提升學生在單元進行中之程序性瞭解；教學者鷹架可提升學生對於職能治療專有名詞之概念瞭解，兩種鷹架的提供，同樣具有高度效果與強度關連（ω^2=.19, ω^2=.57）。本文的結論為進行「活動分析」課程時，引導者可依據其教學之目的，適當提供學習鷹架作為輔助，以提升學生之專業學習成效。

關鍵字

職能治療 ； 鷹架 ； 活動分析

並列摘要

Activity analysis is a vital skill in the clinical environment, through which occupational therapists provide purposeful activities to assist clients in maintaining occupations. It is recommended that learning support should be provided for students to acquire the skills in activity analysis. This article reports the effectiveness of using learning scaffoldings in the teaching of activity analysis to enhance student's learning achievement. Ninety students were recruited and randomized equally into three groups. Written scaffold was used in group A, while both coaching and written scaffolds were used in group B. Group C served as the control group. A self-designed worksheet with directive sentences that provides learning guidance for activity analysis was used as a written scaffold. The worksheet was reviewed and modified based on expert opinions to ensure its content validity. The interrater reliability was 0.82 (Cronbach's α). Coaching was provided in the form of teachers' oral instructions during the class of activity analysis. Activity analysis unit was conducted for five weeks. Results showed that there were significant differences among three groups, indicating that written scaffold and coaching can promote students' learning with high effect size (ω^2 = .45). Written scaffold facilitated students' procedural knowledge (ω^2 = .57), while coaching had a significant effect on students' understanding of uniform terminology for occupational therapy (ω^2= .19). These results suggest that teachers can use different instructional scaffolding techniques to meet diverse student needs.

並列關鍵字

Occupational therapy ； Scaffold ； Activity analysis