國小科學教師實施問題本位學習 的困難及因應策略

The difficulties and strategies to apply problem-based learning by elementary science teachers

吳小惠(Hsiao-Hui Wu)

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(2013年)

https://doi.org/10.6840/cycu201300586

摘要

本研究目的在探討國小科學教師實施問題本位學習的困難與因應策略。本研究採質性研究，以三名國小科學教師為研究對象，深入探討國小科學教師實施PBL的教學設計、國小科學教師實施PBL的困難及其因應策略，並依據研究結果提出建議。本研究在研究方法上以半結構式訪談為主，並以科學課程實施PBL的實例，及學校實施PBL困難的相關文獻分析為輔，以期了解「國小科學教師實施問題本位學習的困難及因應策略」。
本研究結果如下：
一、國小科學教師實施PBL的教學設計時，會採取以下作法：科學教師PBL探究教學經驗和能力的展現、接納師生角色的轉變、加強學生資料處理能力、妥善規畫PBL教學流程，掌控教學時間及人力資源、且善用校內環境資源。
二、國小科學教師實施PBL所面臨的困難為「教師的探究教學經驗與能力不足」、「師生角色轉變困難」、「學生的經驗與能力不足」、「時間與人力資源的不足」、「教學環境資源不足」。
三、針對國小科學教師於實施PBL所面臨的五項困難，所提出的因應策略為「加強專業學科知識，增進探究教學能力」、「同儕協助、教學觀摩及同儕導師的培訓」、「教師適時引導學生討論及資料搜集，給予鷹架支持」、「提早規畫教學流程掌控教學時間」、「增加圖書及資訊設備」。

關鍵字

國小科學教師 ； 問題本位學習

並列摘要

The purpose of this study is to discuss the difficulties and strategies to apply problem-based learning by elementary science teachers. Based on Qualitative research, this study used three elementary school science teachers as the research objects to discuss the current teaching situation, the difficulties and the responsive strategies when the elementary school science teachers put PBL into practice and make a suggestion according to the research results. This research is based on semi-structured interviews, supplemented by the related analyses to understand the difficulties and strategies to apply problem-based learning by elementary science teachers.
The results of this research are as follows:
1. Elementary science teachers will take the following approach: science teacher inquiry PBL teaching experience and ability to show acceptance of the changing role of teachers and students to enhance student data processing capabilities, proper planning of PBL teaching process, teaching time control and human resources, and the use of resources in the school environment.
2. The difficulties is "teacher inquiry teaching experience and ability", "the role of teacher and student exchange", "student experience and ability", "time and human resources", "teaching environmental resources."
3. For elementary science teachers in implementing PBL faced five difficulties, the proposed coping strategies to "enhance professional subject knowledge, enhance inquiry teaching ability," "Peer Assistance, classroom observation and peer mentor training", "teacher timely guidance students to discuss and data collection, to give support scaffolding "," early planning teaching process control teaching time "," increase the books and IT equipment. "

並列關鍵字

problem-based learning ； elementary school science teacher

參考文獻

吳耀明(2005)。問題本位學習在國小自然科之應用研究。新竹教育大學學報，21，35-73。

李筱雲(2009)。不同問題結構的問題本位學習對八年級學生自我導向科學學習表現之影響(未出版之碩士論文)。中原大學教育研究所，桃園。

邱文鳯(2012)。問題本位學習對國小六年級學童燃燒概念改變之影響(未出版之碩士論文)。中原大學教育研究所，桃園。

陳建樺(2004)。問題本位學習對四年級學童問題解決、批判思考及概念改變之影響(未出版之碩士論文)。中原大學教育研究所，桃園。

陳毓凱(2005)。「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(未出版之碩士論文)。中原大學教育研究所，桃園。