小組合作解題對國小學生自然與生活科技領域學習成效之影響

The impact of efforts cooperative group problem solving on the learning outcomes of the third grade students in science and technology areas

林靜萍(Jing-ping Lin)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2005年)

https://doi.org/10.6840/cycu200500287

摘要

摘 要
本研究主要在探討小組合作解題對國小三年級學生自然與生活科技領域學習成效之影響。本研究以桃園縣一所國小三年級一個班級學生為樣本，採個案研究法，蒐集學生教學前後之概念圖的前後測、學習單內容、教師教學札記、教學現場的錄音與錄影、學生訪談等各項資料進行分析，以了解國小三年級學生於實施小組合作解題後在探究技能、學習態度與科學概念（天氣、植物、動物與力）之學習由質性與量化資料分析的結果發現：
一、小組合作解題教學能逐步培養學生科學探究技能，如：小組討論、工作分配、搜尋解答、小組報告等。
二、小組合作解題教學能提升學生的學習態度與學習興趣，使學生樂於學習，並發展出自信的態度。
三、概念圖前後測平均得分之t考驗呈顯著差異（p<.05），可見小組合作解題之教學可促使學生的概念架構更完整，無論在概念間的關係、階層和舉例等方面的發展皆有助益。
本研究之結果顯示小組合作解題的教學設計，有利於促進國小學生之探究技能、學習態度與科學概念之發展，可作為未來國民小學自然與生活科技領域教學創新之參考。

關鍵字

國小學生 ； 自然與生活科技領域 ； 解題 ； 小組合作學習

並列摘要

ABSTRACT

The purpose of this study is to explore the impact of cooperative group problem solving on the learning outcomes in science-and -technology learning domain of the third grade students. One class of the third grade students from an elementary school in Tau-yang was sampled and to draw concept maps as pretest and post-test before and after teaching. Based on the analysis of the content of student’s learning sheet, the teacher’s teaching recording, field recording and semi-structured interview and the concept maps drew by students, the performance of student’s explore skills, learning attitudes, and science concepts (climate, plane, animal and force) would be revealed to reflect the effects of cooperative group problem solving.
According to the analysis of qualitative and quantitative data, the results were showed as follows:
1. The teaching strategy of cooperative group problem solving cultivate students’ science explore skills (such as group discussion, task distribution, seeking answers and group report) gradually.
2. The teaching strategy of cooperative group problem solving promoted students’ learning attitude and interest, engaged students in learning and developed the self-confidence of students.
3. There was significant difference (p< .05) between the mean scores of concept maps of pretest and post-test tested by t-test. It means that the cooperative group problem solving could increase the integrity of students’ concept framework, including the relations between concepts, the hierarchy organization of concept maps, and giving examples.
The results of this study showed that the teaching design of cooperative group problem solving is useful to facilitate the development of students’ explore skills, learning attitudes and science concepts and it can be provided as a referent for innovative teaching in science-and -technology domain for elementary school.
Keywords: cooperative group learning, problem solving, elementary school student, science-and-technology domain

並列關鍵字

elementary school student ； science-and-technology domain ； problem solving ； cooperative group learning

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