技術型高中物理素養導向教學之學習效果研究

本研究主旨為探討探究式教學於技術型高中物理課程中的影響與改變，研究對象為台北技術型高中多媒體設計科學生，以熱學為主題，對照其會考自然成績、課程前測驗及課程結束測驗與段考成績，並加以訪談、問答做為參考依據，素養教學過程中包含演示教學、實驗探究，透過學生的討論、發表、修正等過程，使其能夠更深刻的學習熱學相關知識。研究流程為課程開始前先與了解學生背景知識，利用訪談、討論、前測、會考成績等當作依據，研究分析包含，學生後測試題的選擇答案量化分析，與作答手寫部分的質性分析，最後以教學經驗豐富的十五位老師問卷調查，作為輔助依據。研究結果顯示，學生一開始對於國中學習的熱學部分概念較不熟悉，包含熱平衡、熱能轉換、物質三態變化等，跟學生訪談後發現對於學習上的困難之處，利用課程設計解決學生容易在課堂中發生的困難點，依循素養教學過程的訓練後，依據學習後的測驗分析，發現學生對於熱學模糊的概念能夠更精準的描述，思考邏輯的梳理能夠符合科學原理概念，推論出正確及合理的結果，並且在課堂中學習團隊合作、討論、發表、提問等能力態度的建立。

關鍵字

素養教學；演示教學；技術型高中物理

並列摘要

This research explores the effects of inquiry-based teaching in technical high school physics curriculum with students studying multimedia design at Taipei technical high schools. With the theme of thermal physics, this mixed-method study compared the participants’ science scores for their high school entrance exams, the pretest and posttest of the courses, and their exams throughout the semester. In addition, in-depth interviews and short-answer questions were applied to gain greater insight on the students’ learning efficiency. The physics literacy teaching process includes demonstration, scientific inquiry experiments, and engaging in discussions so that students can gain further knowledge regarding thermal physics. To obtain background information of the participants prior to taking the courses, this study conducted interviews and discussions, as well as considering the various scores mentioned above.The students’ posttest results were used as quantitative data while the qualitative data was composed of the short answer portion of the tests. Moreover, the questionnaires of fifteen experienced teachers were used as supplementary data. The results indicate that students are relatively unfamiliar with the concepts of thermal physics from junior high school courses, including topics such as thermal equilibrium, thermal energy conversion, and phase transition. After interviews with students, they find that they are more likely to use curriculum design to solve the difficulties in learning. Based on the analysis of the posttest, students can describe the previously unfamiliar concepts of thermal physics more precisely, and the logic can conform to the concept of scientific principles, with accurate and reasonable inferences. Furthermore, participants gained greater skills in terms of teamwork, discussion, presentation, and raising questions in the classroom.