- 期刊
運用情境興趣多元教學策略於專科學生化學官能基學習－以植物精油化學成分應用為例
Promoting Junior College students' Chemical Functional Groups Learning Through Situational Interest Multiple Teaching Strategies: Example of Chemical Constituents of Plant Essential Oils
摘要
本文係化學課程之實務教學實踐，教師透過情境興趣多元教學策略，引導學生面對艱深難解的化學學習進而應用於日常生活，間接提升學生學習動機及成效。目的：結合植物精油化學成分應用之多元教學策略介入方式來探討學生學習之動機與成效。方法：採前後測問卷調查，針對100位專科1-3年級學生，進行化學學習興趣量表（Chemistry Learning Interest Scale, CLIS）、情境興趣與教師教學策略量表及半結構式訪談。結果：發現運用多元教學策略介入後，學生在學習化學的「情境興趣」顯著優於介入前，其中「維持性情境興趣的情感」在課程介入後達顯著差異，其次，學生在學習化學的「個人興趣」亦顯著優於介入前，其中「個人興趣的情感」在課程介入後達顯著差異。多元教學策略介入後達顯著差異之題項為，「我會思考化學公式的由來和應用。」（t=6.105，p=.000）、「我每週都會花一些時間研讀化學課程。」（t=5.377，p=.000）及「當我碰到過程複雜化學題目時，我會耐心將它作完」（t=5.264，p=.000）。整體而言，多元教學策略介入後學生對化學學習之情境興趣與教師教學策略達顯著差異（t=4.730，p=.000）。結論：多元教學策略介入能提升學生化學學習興趣與成效，並提供學校、教師於學校推廣科學教育之參考。
並列摘要
This study discusses the practical application of learning from chemistry courses. By using situational interest learning strategies, instructors guided students to apply what has been learned from intricate chemistry courses in their daily lives, thereby indirectly enhancing learning motivations and outcomes. Objective: To explore learning motivations and outcomes through the intervention of multiple teaching strategies in the learning of the applications of chemical constituents of plant essential oils. Method: A pretest and posttest, with a chemistry-learning interest scale and a situational interest and learning strategy scale, were administered to 100 first- to third-year junior college students, and semistructured interviews were conducted. Results: After the intervention of multiple teaching strategies, the students demonstrated significantly higher degrees of situational interest in chemistry than before. In particular, significant differences were observed between the pretest and posttest scores for ＂maintained situational interest-feeling.＂ After the intervention, students displayed significantly higher personal interest in learning chemistry than before, and a significant difference between the pretest and posttest score on ＂personal interest-feeling＂ was observed. A significant difference was also observed in the pretest and posttest scores for the following items: ＂I take into consideration the origins and applications of chemical equations,＂ ＂I spend time every week reviewing chemistry course content,＂ and ＂When I encounter difficult chemistry problems, I solve them patiently.＂ In sum, significant differences were observed in student situational interest in chemistry learning and in learning strategies before and after intervention with multiple teaching strategies. Conclusion: The multiple teaching strategy intervention enhanced student interest in learning chemistry and learning outcomes. This finding can provide a reference for administrators and instructors promoting science education in schools.