本研究主要在探討「問題本位學習」(Problem-Based Learning, PBL)對國小五年級學生自然科學習態度與自然科學習成就之影響,並根據研究結果提出建議與改進方針,作為其他科學教育學者之參考。本研究採取準實驗研究法,以桃園縣某國小五年級的四個班級為研究對象,分成實驗組(65人)與控制組(64人)分別實施PBL與一般教學。本研究為期六週,每週四堂課共24堂課,教學前、後並以「自然科學習態度量表」與「自然科學習成就測驗」針對兩組學生進行評測。 經以量化與質性資料分析的結果發現: 一、接受PBL教學與接受一般教學的學生之自然科學習態度有顯著差異。在分量表中,自信心、實用性與學習動機亦均有顯著差異,可見PBL教學對學生在自然科學習態度方面有正向的影響。 二、接受PBL教學與接受一般教學的學生之自然科學習成就沒有顯著差異,但接受PBL教學的學生其前後測平均分數均高於接受一般教學法學生。 三、學生學習心得與量化資料相符,PBL教學能提升學生的學習態度與學習興趣,使學生樂於學習。 根據本研究結果,PBL對於五年級自然科學習態度有正向的影響,因此PBL的確值得運用於國小五年級自然科學習,可供現職自然科教師教學與其他科學教育學者之參考。
The purpose of this study was to explore the effectiveness of the Problem-Based Learning (PBL) on the science learning attitude and science learning achievement of fifth-grade students. Four classes of fifth -grade students from one elementary school in Tao Yuan country were participants, who were divided into the experimental group (n=65) and the control group (n=64). PBL was used to be instruction for the experimental group while the control group received regular lecture instruction. The teaching lasted 6 weeks and 24 class sessions were included. Two research instruments were wnducted to collect date including Scale of Science Learning Attitudes, and Science Learning. Achievement Test were employed before and after teaching for two groups of students. According to the analysis of quantitative and qualitative data, the results were showed as follows: 1. The experimental group had significant effects higher than the control group in Science Learning Attitudes. 2. There was no significant difference between experimental and control group at the grades of Science Achievement Test. 3. PBL was effective to promote students’ learning attitude and interest, engaged student in learning. The results of this study, the experimental group had significant effects higher than the control group in Science Learning Attitudes. PBL was indeed worthy of fifth-grade science study applied learning.