遊戲型態生物科教學對國中學生學習動機與學習成效影響之研究

The Study on the Influence of Play-Based Biology Instruction to 7th Graders` Learning Motivation and Learning Effect

王柏鈞(Po-Chun Wang)

指導教授 ： 謝淑敏

國立暨南國際大學/教育學院/課程教學與科技研究所/碩士(2011年)

https://doi.org/10.6837/NCNU.2011.00261

摘要

論文摘要
本研究目的試圖將遊戲融入自然科教學，藉此研究遊戲對自然科學習成效與學習動機之影響，為深入瞭解學生真實感受，並分析遊戲型態教學對學生的影響，採準實驗研究法進行，研究對象為58位南投某國中國一學生，實驗組29位以遊戲型態教學的方式進行自然課程教學，對照組29位學生接受相同課程但以傳統教學進行，總共進行6週的教學活動
本研究透過量表、測驗與訪談收集資料，以量化資料分析為主質性訪談為輔，量表與測驗的工具為”學習動機量表”與”生殖遺傳學習成就測驗”，將所得資料以Pintrich期待價值論分為期待、價值、情感三個層面做剖析，量表與測驗所得資料以單因子共變數分析法進行分析，藉此驗證遊戲對國中生學習歷程中動機層面的影響，並將受訪者所察覺遊戲對學習成效的幫助做分析，最後提出結論與建議，提供自然科教師教學上一個參考以及教學法研究的方向。
研究者對遊戲型態對國中自然領域教學之研究結果歸納出兩點：
一、遊戲型態教學對國中學生自然領域學習動機有顯著性影響。
二、遊戲型態教學對國中學生自然領域學習成效有顯著性影響。

關鍵字

遊戲式學習 ； 動機 ； 教學

並列摘要

Abstract
The purposes of this study are to infuse game into seventh grade Junior High School Students` Biology course and explore the influence of game on students` learning motivation and learning effect. To better understand the true feelings of students and analyze the impact of teaching through games on students, quasi-experimental was designed to conducte with 58 junior high school students of 7th grade in central Taiwan. 29 student were in the experimental group receiving the integration of Play-Based learning into science learning while the other 29 students formed the conrol group receiving traditional classoom instruction.
Quantitative data were collected by use of two questionnaires as the instrument, and qualitative data included interview and field notes. The questionnaires included “The Science Learning Motivation Questionnaire Survey” and “The Science Achievement Questionnaire Survey”. The qualitative data from the questionnaires and interviews was analyzed by three levels of expectations, value, and affect by Pintrich’s theory of expected value. The data were analyzed by using one-way ANCOVA .It verified games on junior high school students’ learning motivation of the course, and made analysis of the effectiveness of learning games the respondents perceived. Finally, it proposed conclusions and recommendations to provide science teachers a reference to education and teaching research directions.

After analyzing the results, we provided the conclusions as follow:
1. Played-Based instruction promote the learning effect of the learners in biology.
2. Played-Based instruction promote the learning motivation of the learners in biology.

並列關鍵字

Play-Based learning ； Motivation

參考文獻

莊雪芳、鄭湧涇（2003）。國中學生對生物學的態度與學習環境之研究。科學教育學刊，11(2)，171-194。

劉素倫、林清文（2007）。國中教師班級經營與學生學習動機之研究。輔導與諮商學報，29(1)，1-24。

中文部分

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王克先(1987)。學習心理學。台北：桂冠圖書公司。