HiTeach平臺支援國小自然科5E探究式學習對不同成就學生學習成效之研究

本研究旨在探討運用HiTeach平臺支援5E（Engagement, Exploration, Explanation, Elaboration, Evaluation）探究式教學法，對國小五年級學生在自然與生活科技課程水溶液的性質單元學習成效的影響，研究採準實驗研究法，研究對象為新竹市某國小五年級兩個班級，共51位學生，分成實驗組與控制組；實驗架構採前測、後測設計，實驗組的教學活動是以HiTeach電子互動式平臺支援5E探究式教學模式，控制組的教學活動則是以行動載具融入5E探究式教學進行。研究結果顯示，兩組的教學法雖然沒有顯著差異，但皆能有效地提升學習成效，對於實驗組學生在「記憶」題型成績的提升有顯著成效。且實驗組低成就學生的學習成效在「記憶」、「分析」與「應用」題型有顯著成效，優於控制組低成就的學生。透過學習態度量表問卷與訪談發現，運用HiTeach平臺支援5E探究式教學有助於同儕之間的互動，且能提高學生的學習興趣。

關鍵字

HiTeach ； 5E探究式教學；自然科教學

並列摘要

The purpose of this study is to explore the effect of using the HiTeach platform to support the 5E inquiry teaching method and to study the learning performance of the students in the subject of ＂natural science and technology aqueous solution.＂ This study is based on the experimental study. A total of 51 fifth-grade students from two classes in Hsinchu City participated in this study. This experimental structure includes the pretest and post-test design. The experimental group of teaching activities used the HiTeach interactive platform to support 5E inquiry teaching mode. The control group did not use the HiTeach platform. The results demonstrated that although there is no significant difference between the two groups of teaching methods, the HiTeach interactive platform can improve the learning effectiveness of the experimental group of students on the questions of memory. The experimental group of low achievement students learned better than the control group of low achievement students on any types of questions, which includes the memory, analysis and application. It had a significant effect. The findings of the questionnaire and the interview indicated that utilizing HiTeach platform to support 5E inquiry instructional strategy could increase the interaction between students and enhance their motivation and interest in learning.

並列關鍵字

HiTeach ； 5E inquiry teaching ； science teaching

參考文獻

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Bybee, R. W. (2019). Using the BSCS 5E instructional model to introduce STEM disciplines. Science and Children, 56(6), 8-12. doi:10.2505/4/sc19_056_06_8

Hong, H.-Y., & Lin, P.-Y. (2019). Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities. Educational Technology Research and Development, 67(1), 63-83. doi:10.1007/s11423-018-9606-x

Lin, F., & Chan, C. K. K. (2018). Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection. International Journal of Science Education, 40(6), 668-687. doi:10.1080/09500693.2018.1435923

國際替代計量

HiTeach平臺支援國小自然科5E探究式學習對不同成就學生學習成效之研究

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