「問題本位學習」教學模式對國中二年級學生自我導向科學學習傾向與科學學習動機之影響

The Effectiveness of the Problem-Based Learning Teaching Model on the Self-Directed Science Learning Readiness and Science Learning Motivation of Eighth-Grade Students

陳毓凱(Yu-Kai Chen)

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/cycu200500397

摘要

「問題本位學習」教學模式對國中二年級學生
自我導向科學學習傾向與科學學習動機之影響
中文摘要
本研究目的在於瞭解「問題本位學習」（Problem-Based Learning, PBL）教學模式對於國中學生自我導向科學學習傾向與科學學習動機之影響。本研究採取準實驗研究法中的「不等的前測-後測控制組設計」，以桃園縣某公立國中的二個二年級班級為研究對象，其中實驗組與控制組的班級人數皆為38人，實驗組接受PBL教學模式，控制組則接受講述式教學法。本研究為期六週，每週四堂課共24堂課，所使用的研究工具為「自我導向科學學習傾向量表」、「科學學習動機量表」以及「半結構式晤談大綱」。在量化資料分析所採取的統計方法包括了描述統計、單因子共變數分析及效果量，質性資料則是晤談內容分析以及學習檔案內容分析。本研究具體發現如下：
一、自我導向科學學習傾向方面
（一）PBL教學模式對國二學生「自我導向科學學習傾向」提升有中至高的效果（f = 0.35）。
（二）PBL教學模式對國二學生「對自然科學習的後設認知策略-執行、評鑑」之提升有中至高的效果（f = 0.29）。
（三）PBL教學模式對國二學生「對自然科學習的喜好」之提升有中至高的效果（f = 0.31）。
（四）PBL教學模式對國二學生「對自然科學習的資源經營策略」之提升有中至高的效果（f = 0.26）。
（五）PBL教學模式對國二學生「對自然科學習的成就動機」之提升有中至高的效果（f = 0.26）。
（六）PBL教學模式對國二學生「對自然科學習的自我效能」之提升有中至高的效果（f = 0.254）。
（七）PBL教學模式對國二學生「對自然科學習的後設認知策略-計畫」之提升有低至中的效果（f = 0.20）。
二、科學學習動機方面
（一）PBL教學模式對國二學生「科學學習動機」之提升有大的效果（f = 0.81）。
（二）PBL教學模式對國二學生「自我效能」之提升有大的效果（f = 0.55）。
（三）PBL教學模式對國二學生「主動學習策略」之提升有大的效果（f = 0.52）。
（四）PBL教學模式對國二學生「科學學習價值」之提升有大的效果（f = 0.49）。
（五）PBL教學模式對國二學生「表現目標導向」之提升有大的效果（f = 0.77）。
（六）PBL教學模式對國二學生「成就目標」之提升有大的效果（f = 0.44）。
（七）PBL教學模式對國二學生「學習環境誘因」之提升有大的效果（f = 0.56）。
三、學習者在PBL歷程中所出現的自我導向科學學習行為包括了「主動表徵問題的相關概念之行為表現」、「對問題解決進行分析與規劃的行為表現」、「經營學習資源的能力之行為表現」、「小組分工合作的行為表現」、「喜歡學習自然科的行為表現」、「擬定計畫並實際完成的行為表現」以及「高自我效能且對自己感到滿意的行為表現」。
四、學習者在PBL歷程中所出現具有科學學習動機的行為包括了「自覺更有能力學好自然科的行為表現」、「主動透過資料蒐集來瞭解學習議題的行為表現」、「目標導向的學習自然科行為表現」、「因同儕的認同而獲得成就感之行為表現」、「透過小組合作討論提升自然科學習動機之行為表現」。
五、由對教學模式及學習單元的晤談結果得知，大部分的學習者表示喜歡PBL教學模式，但研究發現在小組成員的參與度以及分組方式上的確值得教師多加思考留意，此外，在學習單元的設計亦應考量學習者的認知層次與興趣。

關鍵字：問題本位學習、自我導向科學學習傾向、科學學習動機、國中學生

關鍵字

國中學生 ； 科學學習動機 ； 問題本位學習 ； 自我導向科學學習傾向

並列摘要

The effectiveness of the Problem-Based Learning Teaching Model on the Self-Directed Science Learning Readiness and Science Learning Motivation of Eighth-Grade Students

Abstract
The object of this study is to realize the effectiveness of the problem-based learning(PBL) teaching model on the self-directed science learning readiness and science learning motivation of junior high school students. An unequal group pretest-posttest design was employed in this study. Two eighth-grade classes of a public junior high school in Tao Yuan country were selected to be the research sample, which divided into the experimental group(n=38) and the control group(n=38). The experimental group received the instruction which is based problem-based learning teaching model, while the control group received regular lecture instruction. The research frequency is four classes a week, and the all research time is lasting six weeks. The employed research instruments included Self-Directed Science Learning Readiness Scale, Science Learning Motivation Scale, Semi-structured interview outline. The quantitative analysis method included descriptive statistics, one-way ANCOVA, effect size while the qualitative data is to analyze the interview content and learning portfolios of the learners. The main conclusions of this study are as followings:
1. Self-Directed Science Learning Readiness
(1) The PBL teaching model has medium to large effects on the self-directed science learning readiness of eighth-grade students.
(2) The PBL teaching model has medium to large effects on the metacognitive strategy in implementing and assessment toward science learning of eighth-grade students.
(3) The PBL teaching model has medium to large effects on the interesting toward science learning of eighth-grade students.
(4) The PBL teaching model has medium to large effects on the strategy in managing learning resources toward science learning of eighth-grade students.
(5) The PBL teaching model has medium to large effects on the achievement motivation toward science learning of eighth-grade students.
(6) The PBL teaching model has medium to large effects on self-efficacy toward science learning of eighth-grade students.
(7) The PBL teaching model has small to medium effects on the metacognitive strategy in planning toward science learning of eighth-grade students.
2. Science Learning Motivation
(1) The PBL teaching model has large effects on the science learning motivation of eighth-grade students.
(2) The PBL teaching model has large effects on the self-efficacy of eighth-grade students.
(3) The PBL teaching model has large effects on the strategy in active learning of eighth-grade students.
(4) The PBL teaching model has significant effects on the value in science learning of eighth-grade students.
(5) The PBL teaching model has large effects on the performance which is goal oriented of eighth-grade students.
(6) The PBL teaching model has large effects on the achievement goal of eighth-grade students.
(7) The PBL teaching model has large effects on the factors in learning environment of eighth-grade students.
3. The learner’s self-directed science learning behaviors in the PBL process included “the learners can represent the related conceptions of the problem actively”, “the learners can analyze and plan about the problem solving ”, “the learners show the abilities in managing learning resources”, “the group can do the team work well”, “the learners feel more interesting in learning science”, “the learners can frame the plan and finish it actuality ”, “the learners have high self-efficacy and feel satisfied about own performing”.
4. The learner’s science learning motivation behaviors in the PBL process included “the learners feel more competent in learning science while using PBL teaching model”, “the learners can realize the learning issues via data collecting”, “the learners make the performance which is goal oriented in science learning”, “the learners obtain the achievement via other tutors’ identification”, “the cooperative discussion in group can upgrade the motivation in science learning”.
5. According to the interviews about the teaching model and learning unit, most learners express good feeling on PBL teaching model. Furthermore, according to research findings, the facilitator has to think about the group members’ participating and group dividing carefully. Also, on the designing of learning units should think about learners’ cognitive level and interesting.

Keywords: problem-based learning, self-directed science learning readiness,
science learning motivation, junior high school students.

並列關鍵字

self-directed learning ； motivation ； problem-based learning

參考文獻

林梅芬(1995)。透過開發溫室效應STS模組發展STS教師專業能力。國立台灣師範大學教育學系碩士班論文，未出版，台北。

林建平(2003)。學習動機的認知理論及其在教育上的應用。國教新知，49(3)，17-27。

高頌洲(2002)。問題導向學習(PBL)導入生活科技教學活動之初探。生活科技教育，35(8)，12-19。

孫志麟(1991)。自我效能的基本概念及其在教育上的應用。教育研究雙月刊，22，47-54。

梁麗珍(2001)。二專在職學生自我導向學習、學習動機、學習策略與自我概念相關之研究。國立彰化師範大學工業教育學系博士班論文，未出版，彰化。