探討過程導向引導式探究學習模式對消弭大學生化學學習成效落差之影響

The Effect of POGIL Model on Eliminating the Gap in Undergraduates' Chemistry Learning Outcomes

邱瑞宇(Juei-Yu Chiu) ； 王薪惠(Hsin-Hui Wang)

《人文社會科學研究：教育類》 16卷1期 (2022/03) Pp. 53-77

https://doi.org/10.6618/HSSRP.202203_16(1).3

摘要

本研究以過程導向引導式探究學習模式（POGIL）為基礎，設計化學實驗課程課前預習活動，並輔以多元教學介入。目的在探討POGIL是否可消弭不同程度先備知識大學生的化學實驗課成績落差，並了解在POGIL教學模式下，大學生的先備知識和參與度對其三種學習成效－學科知識、課程自我效能、團隊合作信念的預測力分別為何。透過便利取樣選擇56位修讀普通化學實驗課的學生為接受POGIL教學的研究對象，另選取前一學年50位修讀普通化學實驗課的學生為對照組。以單因子變異數分析、皮爾森積差相關以及偏最小平方法進行統計分析。經過一個學期16週POGIL教學介入後發現，先備知識高、中、低三組學生的化學實驗課成績差距明顯變小。此外，學生的參與度可有效預測課程自我效能與團隊合作信念，而先備知識則是對學科知識有顯著預測力。本研究以實徵性研究發現POGIL教學模式可於化學實驗課程中推廣，對大學生的自我效能及學習技能的提升可帶來正面的影響。

關鍵字

先備知識 ； 參與度 ； 過程導向引導式探究學習模式 ； 學習成效

並列摘要

Chemistry experiment class is an important teaching field to develop students' scientific skills and competencies, however, teachers are often unable to conduct inquiry-based teaching and in-depth discussions in the classroom due to the pressure of teaching time. The first purpose of this research was to explore whether process-oriented guided-inquiry learning (POGIL) can eliminate the gap in the learning of chemical knowledge among undergraduate students with different levels of prior knowledge. The second purpose was to determine the effects of undergraduate students' prior knowledge and engagement on their three learning outcomes-subject knowledge, self-efficacy, and teamwork belief. Fifty-six students taking general chemistry experiment course participated in the 16-week POGIL teaching intervention. Another 50 peers were selected as the control group. Descriptive statistics, one-way analysis of variance, Pearson correlation, and partial least squares were used. This study found that the academic knowledge performance gap of the students with high, medium and low prior knowledge is significantly reduced after the intervention of POGIL teaching. In addition, students' prior knowledge can effectively predict their subject knowledge, and engagement can effectively predict their self-efficacy and teamwork belief. This research confirms that POGIL has a positive impact on the improvement of undergraduate students' learning outcomes, and it can be promoted in chemistry experiment class.

並列關鍵字

Prior knowledge ； Engagement ； Process-Oriented Guided-Inquiry Learning ； Learning Outcomes