由科普到行動：以PBL地震科普活動探究學生對科普活動及行動態度之研究

本研究以地震科學為主題，是因臺灣人民與此類天災防範知識息息相關，而正確的防災決策根基於正確的科學認知。而培養學生具備科學素養，並擁有問題解決能力是臺灣當前教育主要目標之一。近年來國內外均不斷提倡教育改革，有很多的創新教學策略陸續被提出，其中，「問題導向學習策略」(Problem-Based Learning,簡稱PBL) 在科學教育領域，已有充足的研究結果，顯示PBL教學策略已在科學教育領域發展純熟。故本研究採用PBL策略，在地震科學之科普活動中，收集並分析學生對科普活動之態度、習得之地震科學知識，及行動態度。本研究發現PBL科普活動對國高中職生之科普態度及地震科學知識並未造成影響。然而，行動態度則有顯著效果。本研究結果建議未來研究方向可增長活動之時間、並對地震科學知識題相關工具量表改善，及事前有更細緻之PBL與組內合作學習角色互動之設計與機制、等，皆於本研究中有詳細討論。

關鍵字

問題導向學習策略；科普活動；行動態度

並列摘要

To promote citizens’ scientific literacy in seismology has been a long pursue among science educators. One crucial reason is that Taiwan is located at a region where earthquake happens frequently. Meanwhile, education reform has been advocated at home and abroad, and many innovative teaching strategies have been proposed. Among them, "Problem-Based Learning (PBL)" has been accumulated sufficient research results in the field of science education. In order to promote seismological knowledge, this study developed a PBL-based science camp for high school participants. The researcher then collected and analyzed students' “perceptions toward science activities”, “acquired seismic knowledge”, and “action attitudes” toward seismic science activities. As a result, the PBL-based science camp did not improve students’ “perception toward science activities” and “seismic science knowledge”. However, students revealed significant higher “action attitude” after the camp. For future direction, it is suggested to increase the time of activities/camp, to improve the validity of the instrument on measuring seismic science knowledge, and to design more fine mechanism that encourage interaction among group members within the PBL settings. More and detail discussion is included in the current study