本研究旨在探討國中一年級學生經過網路化問題導向學習後,對學生防災態度和問題解決能力之影響。研究目的為:(1) 針對國中自然領域設計出傳統教室問題導向學習和網路化問題導向學習地震防災課程;(2) 探討學生經過網路化問題導向學習前、後,問題解決能力與防災態度的改變;(3) 探討分別經過網路化問題導向學習和傳統教室問題導向學習後,學生問題解決能力與防災態度的差異;(4) 探討經過網路化問題導向學習後,學生對於課程的滿意度。 實驗後得到以下的結論: 一、網路化問題導向學習課程方面:(1) 教師和學生對於數位學習平台使用的熟練度會影響學習活動進行的流暢;(2) 情境內容的設計需配合問題導向學習理論的基礎,設計符合現實生活中會發生的情節;(3) 網站中情境問題以多媒體呈現方式能吸引學生興趣和引發學習動機;(4) 學生對於任務所給問題的答案蒐集和統整能力,會影響網路化問題導向學習課程的進行。 二、問題解決能力方面:經過網路化問題導向學習後問題解決能力有顯著的提升且顯著優於接收傳統問題導向學習組的學生。 三、防災態度方面:經過網路問題導向學習後防災態度趨於正向。 四、課程滿意度調查方面:實驗組對於此次課程是屬於滿意的。
The purpose of this study was to investigate the effects of the web-based problem-based learning(PBL) on first grade junior high school students’ problem-solving ability and Attitude of Earthquake Disaster Prevention. The study aimed at four objects: (1) To design the Natural Science and Living Technology of earthquake disaster prevention in junior high school with traditional PBL and web-based PBL instructional strategy. (2) To explore the students’ change before and after web-based PBL of problem-solving ability and disaster prevention attitude. (3) To explore the students’ difference problem-solving ability and disaster prevention attitude after traditional PBL and web-based PBL instructional strategy. (4) To explore the students’ course satisfaction after web-based PBL instructional strategy. The conclusions of this study were as follows: I. The web-based PBL course: 1. The proficiency of e-Learning platform operation would affect the fluency of the learning activity. 2. Story contents need to design based on the PBL theories, and accord with reality. 3. To attract students' interest and motivation for situational questions to multimedia presented on the Web. 4. Students’ abilities for collecting and interacting data would affect the progress of the web-based PBL instruction. II. The students’ problem-solving ability:After the experimental teaching instruction, students in the experimental group increased their problem-solving ability better than the control group and the difference between two groups were significant. III. The students’ disaster prevention attitude: After the experimental teaching instruction, students in the experimental group increased their disaster prevention attitude better than the control group and two groups tend to positive. IV. Courses in satisfaction surveys: Experimental group for the course are satisfactory for the courses.