STS理念融入基礎物理網路教學學生學習興趣之探討

羅毅峰(Yi-Feng Lo)

指導教授 ： 沈青嵩 博士

國立臺灣師範大學/理學院/物理學系在職進修碩士班/碩士(2001年)

摘要

本研究係以台北市某高中為例採行動研究方式，探討運用非同步學習系統將ＳＴＳ理念融入基礎物理教學，學生學習興趣與發展統整課程之可行性。
研究方法以質的研究為主，蒐集質性資料包括文獻參考資料、ＳＴＳ課程活動設計、教師教學知能及行為表徵分析、學生參與活動紀錄、學生議題報告書、學習歷程檔案、學生學習成就及問卷等，透過持續的分析詮釋與多重資料來源提昇資料品質與分析結果的客觀性。
本行動研究希望提高學生的知識、學習興趣、開放性思考能力、解決問題之能力，並經由研究的歷程，研究者能透過省思，展現教師專業能力的自我肯定。所用的教學策略包括：1.議題探討；2.腦力激盪；3.討論區運用；4.影片欣賞；5.蒐集資料；6.認知圖；7.參觀訪問報告；8.小組合作學習 。所用的多元評量策略包括：1.參與度；2.議題報告；3.開放性思考；4.同儕評量；5.實作評量。
研究發現與結論如下：
一、STS模式的教學要選擇適當的教學年級。
二、從學生開放式問卷的陳述，將ＳＴＳ理念融入課程並運用網路教學， 學 生有較多的動機願意去學習及探索物理。
三、教師採用多元評量且能提供較多授課時間，學生學習效果更加顯著。
四、課程教材採用彈性多元，學生學習更有收穫。
五、在學校能提供充足的資訊融入教學設備下，學生對新的學習方法表示 強烈意願。
六、非同步學習系統討論區的使用，學生皆能感受「小組合作學習」可讓 學習事半功倍。

關鍵字

STS ； 學習興趣 ； 小組合作學習 ； 行動研究 ； 非同步學習系統

並列摘要

An action research is used in the study. The subjects were the students at a senior high school in Taipei. The purpose of study is to explore the students’ learning interesting and the possibility of developing an integrated curriculum based on STS concepts into physics’ instruction in asynchronous learning virtual classroom.
The researcher used qualitative paradigm as a major method. The researcher used qualitative paradigm as a major method. Data are collected from literature analyses, STS curricular designs, teacher’s pedagogical content knowledge (PCK), participatory observation records, students’ portfolios, learning journals, achievement records and questionnaires, etc. In order to ensure the quality of data colleted and the objectivity of result analyzed, the researcher uses a variety of analysis explication and multiple resources.
The action research was carried out to increase students’ knowledge, learning interesting, open-ended thinking, and problem solving ability. Through the research of this action, the researcher will introspect himself by this track and display self-affirmation about teachers’professional skills.
The activities involved in these modules were:(1) theme discussion; (2) brain-storming; (3) using discussion area; (4) multivision; (5) information survey; (6) cognitive map; (7) information given on factory tours; (8)group cooperative learning.
The assessments used in this study were: (1) degree of participation assessment; (2) theme creativity assessment; (3) open-ended thinking levels assessment; (4) peer assessment on activities; (5) performance assessment.
The findings and conclusions of the study:
(1) The STS pedagogy should be provided for the suitable students.
(2) From the expose of open-ended questionnaire, curriculums based on STS concept and e-learning motivate them to learn and to explore physics.
(3) Multiple assessments adopted appropriately and much more time given for teaching enhanced the effect of students’ learning.
(4) The adoption of multiple and flexible curriculum material developed students’ learning abilities.
(5) Under such sufficiency of computers supplied by school, the students expressed strong attendance toward the new method of learning.
(6) By using discussion area of asynchronous learning virtual classroom, students experienced that they achieved maximum results with little effort through the “group collaborative learning”.

並列關鍵字

STS ； learning interesting ； group collaborative learning ； action research ； asynchronous learning virtual classroom

參考文獻

王澄霞(1996a)：化學領域之STS師資培育課程架構。化學，54(2),103-114。

陳文典(1998)：STS理念下之教學，臺灣教育，575，10-19。

盧玉玲(2000)：以社會文化觀點應用S(KPL)S模式於國小職前STS教師培育的成效。科學教育學刊2000，8(1)，77-100。

王澄霞、游佩琪(1994)：(一)STS單元活動-(1)油炸後的食用油該如何處理?(2)清潔劑 (二) 設計清潔劑STS活動單元。國立臺灣師範大學化學研究所碩士論文(未出版)。

洪志明、陳穎慧(2001)：「九年一貫」課程與STS模組教學研究。STS科學教育研討會(III)論文彙編，121-139。