流水教學法對國小三年級學生學習生物多樣性之影響---以土城彈藥庫教學模組為例

The Influence of the Biodiversity Learning by the Flow Learning on the Third Grader：Example of the Tuchang Ammunition Depot Teaching Module

陳宜壕(Yi-hao﹐Chen)

指導教授 ： 張永達

國立臺灣師範大學/理學院/生命科學研究所/碩士(2007年)

摘要

本研究旨在運用土城彈藥庫為戶外資源，探討以流水學習法設計的生物多樣性教學模組對國小三?級學生之生物多樣性概念與環境生態保育態度的影響。研究採用準實驗研究法，實驗組（2班）為研究者所任教之三年級學生，進?「流水學習法生物多樣性模組教學」，控制組（2班）則進行一般的講述教學。兩組學生皆在實驗教學前以「生物多樣性概念成就測驗」進?前測，而在教學後進?「生物多樣性概念成就測驗」與「環境生態保育態度量表」後測，研究亦對學生實施半結構式晤談與填寫「學習情形意見表」，以便進行量化與質性之資料分析。本研究所得結果歸納如下：
一、實驗組學生接受流水學習法生物多樣性模組教學後，生物多樣性概念顯著高於控制組學生。
二、實驗組學生接受流水學習法生物多樣性模組教學後，環境生態保育態度顯著高於控制組學生。
三、學生的生物多樣性概念與環境生態保育態度之學習有正相關的關係。
四、實驗組學生對流水學習法生物多樣性教學模組持正向肯定的態度。

關鍵字

生物多樣性 ； 流水學習法 ； 生態保育態度

並列摘要

In this study, the Tuchang Ammunition depot was applied to be the outdoor teaching resources for the elementary students. The biodiversity teaching module was designed based on the Flow Learning to investigate the effect of biodiversity concepts and ecological conservation attitude. In this study, the Quasi-Experimental Research Method was applied for investigating the learning results. Two classes instructed by the researcher served as experimental group which were according to the biodiversity teaching module of the Flow Learning. Students in the control group were according to general method for teaching. The object of this study received a pre-test of biodiversity concepts before the teaching experiment and received a post-test of biodiversity concepts and ecological conservation attitude after the teaching experiment. The qualitative and quantitative data were gathered by semi-structured interviews and questionnaires.
The results of the study were summarized as follow：
1.After receiving the biodiversity teaching module of the Flow Learning﹐students in the experimental group had a significantly better biodiversity concepts than students in the control group.
2.After receiving the biodiversity teaching module of the Flow Learning﹐students in the experimental group had a significantly better ecological conservation attitude than students in the control group.
3.The relationship between students’biodiversity concepts and ecological conservation attitude was significantly positive.
4.The students in the experimental group possessed a positive perspective toward the biodiversity teaching module of the Flow Learning.
Based on the above-mentioned findings﹐the researcher propose some suggestions as a reference in education and for future studies of the biodiversity teaching.

並列關鍵字

biodiversity ； flow learning ； ecological conservation attitude

參考文獻

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