科學探索課程對國中學生的學習動機與表現之影響

The effects of inquiry-based science curriculum on learning motivation and performance of junior high school students

吳宛如(WU. WAN RU)

指導教授 ： 黃芳裕

國立臺灣師範大學/理學院/化學系/碩士(2004年)

摘要

許多文獻指出：（1）學生進入學校後，學習動機會隨著年級的升高而減低，尤以國小進入國中階段最為明顯。（2）良好的教學表現能提高且持續地促進學生學習動機，有助於開展學生的後續探究與深度學習。並且從九年一貫課程的基本理念「如何培養學生帶得走的能力」，顯示教師在新課程中扮演著重要的角色。
因此，研究者設計一系列有助於提高學習動機的科學探索課程，從中觀看與評價學生的學習動機層面。研究實驗組班級學生在七年級時，經由實施科學探索課程對其日後升上八年級學習科學相關科目的學習動機變化情形及影響因素，並且探討實驗組班級中不同學習動機類型學生（動機增強、動機不變及動機下滑）在學習過程中的變化。同時觀照實驗組班級所挑選的6位學習弱勢學生，深入探討其科學學習動機的歷程。
本研究的個案班級為臺北市北投區某公立國中的七年級中二個學習成就相近之班級，分為實驗組和對照組班級，主要採質量合併的研究方法。於實驗組班級實施長達一學年的科學探索課程，從中獲得教室觀察、晤談等質性資料；及學習動機問卷調查、學習單、心得回饋單及自評動機曲線圖等量化資料，經編碼處理分析並形成結論。
經過實施一學年科學探索課程後，實驗組班級的學生由初期重視課程趣味性轉移至後期追求知識的增長，這種追求知識的動機使實驗組班級在參與科學活動的意願上，明顯地高於學習態度停留在享受趣味的對照組班級，而學校常規的課程實施對於學生之外在動機，具有強化的效果，這使得學生重視時間的效用來換取學業成績，導致學習趨於功利取向。研究發現：學習弱勢學生的學習動機受學校成就與家庭因素影響有限。可能的變項為：個人實作的成效與過往學習的知識影響其自我動機評價，個人的特質或境遇則影響學習成果等。因此，科學探索課程對學習弱勢學生影響深遠。
研究者推論科學探索課程適於融入國中課程。教師應重視教學內容的深度與生活化實驗的關聯性，由此可使學生充分了解課程、增加自我學習的意願並培養學生帶得走的能力，以呼應九年一貫課程之精神。此外，教學亦須考量教育環境的變遷與學生個體上的差異，適時調整，將使學習獲得最大的成效。

關鍵字

學習動機 ； 弱勢學生 ； 科學探索課程

並列摘要

Abstract
Key word : learning motivation , disadvantaged students ,inquiry-based science curriculum

Literature has indicated that : (1) learning motivation will decrease with going-up grades, especially from elementary school to junior high school (2) accomplished teaching performance is not only incessantly motive for students’ learning motivation, but also helpfully developed into thorough learning. According to the basic concept-“How to educate students about the accompanied competence ? ”- of Grade 1-9 curriculum, it reveals that teachers play an important role in the innovative curriculum.
Therefore, researcher designs a series of conducive inquiry-based science curriculum to evaluate learning motivation of students. Through one-school-year implementation of inquiry-based science curriculum, we investigate the relative changes and effects on students’ learning motivation of experimental class about other science subjects in the next school year. Moreover, we also explore the students’ change during the learning process of different motivation types (motivation reinforce, motivation conservation, motivation glide ). In the meanwhile , we discuss in case of learning motivation.
Cases in this study, which divided into experimental class and contrastive one, are two 7-grade classes of similar learning achievement in the Beitou public junior high school in Taipei. Quantity results combine with quality materials . Quality information comes from class observation and interviews during implementation and quantity one from learning motivation questionnaire, texts , acquaintance feedback and self- assessment motivation diagram.
By one-school-year implementation of inquiry-based science curriculum, experimental class evolves from initially valuing the fruity of curriculum to progressively pursue knowledge growth, which make the experimental one feel more willingly to participate in science activities than contrastive one. Formal curriculum in school will reinforce the external motivation of students. Due to that, students overweight their grades more than interests itself of subject. The study results perform that the learning motivation of disadvantaged students is affected less by the learning achievement and their family , but more by the personal practice and existed knowledge toward self-assessment of motivation, and by the personal specialty towards learning outcomes .Therefore, inquiry-based science curriculum affects disadvantaged students deeply.
Researcher deduces that it is adequate to combine inquiry-based science curriculum with the prevailing junior high school curriculum. Teachers should value the correlation between the depth of teaching content and life- associated experiments. It corresponds to the ambition of 1-9 grade curriculum by making student more conscious about curriculum content and more intentional of self-learning to foster the accompanied competence . Furthermore, didactics should take personal differences and environment shift into consideration, and fitly adjust to acquire optimal learning impacts.

並列關鍵字

Learning motivation ； Disadvantaged students ； Inquiry-based science curriculum