探究取向教學對國小一年級學童問題解決能力及學習成就之研究

An Approach of Inquiry-based Teaching on Problem-solving Abilities and Learning Achievements of First Graders

陳怡慧(Yi-Huei 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(2011年)

https://doi.org/10.6840/cycu201100440

摘要

本研究旨在以量化方式進行研究，探討探究取向教學（Inquiry-based Teaching）對國小一年級學童在問題解決能力及科學學習成就的影響。
本研究採準實驗研究法不等組前後測設計，以桃園縣某國小的兩班學生為實驗組與對照組，實驗組的國小一年級學童接受探究取向教學，對照組學童則接受以講述為主的一般教學。本研究教學活動約為期五週，共計二十堂課，教學前、後對兩組學生實施王琇葉（2007）編製的「問題解決測驗」及研究者自編的「和植物做朋友成就測驗」，將所獲得的資料以敘述性統計及單因子共變數分析進行處理並獲得以下結果：
一、接受探究取向教學的實驗組學童與接受講述為主的一般教學的對照組學童，在「問題解決測驗」及「界定原因」、「解決方法」、「預防問題」三項分測驗的表現達到顯著差異，且實驗組學童的表現顯著優於一般教學的對照組學童，可見探究取向教學對國小一年級學童的問題解決能力有正面影響。
二、接受探究取向教學的實驗組學童與接受講述為主的一般教學的對照組學童，在「和植物做朋友成就測驗」的表現達到顯著差異，且實驗組學童的表現顯著優於一般教學的對照組學童，可見探究取向教學對國小一年級學童的科學學習成就有正面影響。

關鍵字

小一年級 ； 科學學習成就 ； 探究取向教學 ； 問題解決能力

並列摘要

An Approach of Inquiry-based Teaching on Problem-solving Abilities and Learning Achievements of First Graders
Yi-Huei Chen
Abstract
The purpose of this study was to explore the effect of the Inquiry-based teaching on problem-solving abilities and learning achievements of the first Graders at elementary school.
“Quasi-experimental research method” was applied in this study.Two classes of the first graders at one elementary school from Tao-yuan county were selected as the research samples, which were divided into the experimental group and the control group. Inquiry-based teaching was employed within the experimental group while the control group received the regular lecture instruction. The teaching activities lasted about 5 weeks and 20 class sessions were included.
Problem-solving test and achievement test of understanding plants were employed before and after teaching for two groups of students. All quantitative data were analysed by descriptive statistics and one-way ANCOVA.The results were described in detail as the following:
1. There was a significant difference between the experimental group and the control group in problem-solving and three sub-tests. The experimental group got significantly better scores than the control group. Therefore, Inquiry-based teaching had a positive effect on the first Graders’ problem-solving performances.
2. There was a significant difference between the experimental group and the control group in achievement test of understanding plants”.The experimental group got significantly better scores than the control group. Therefore, Inquiry-based teaching had a positive effect on the first Graders’ learning achievements.

並列關鍵字

Problem-solving Abilities ； First Graders. ； Learning Achievements ； Inquiry-based Teaching

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