6E教學模式結合不同輔助學習設備融入生活科技課程對高中學生探究能力及設計能力之影響-以結構設計課程為例

The Effects of Applying Assisted Learning Device in 6E Instruction Model on Inquiry Ability and Design Ability in Living Technology at High School: A Case Study of Construction Design

周惠柔(Chou Hui-Jou)

指導教授 ： 林弘昌

國立臺灣師範大學/科技與工程學院/科技應用與人力資源發展學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DTAHRD.034.2018.F06

摘要

由於科技發展快速，學習且應用科技變得比以往更加重要，因此我國教育部於105年所頒訂的十二年國教科技領域草案中提到，希望讓每位學生都能具備基本的科技能力與素養，並同時培養學生的創造思考、批判思考、邏輯與運算思維等能力，以因應快速變遷的時代，因此本研究目的即是透過6E教學模式結合不同輔助學習設備實施結構設計課程，期望學生能提升探究與設計能力，以達到十二年國教科技領域的目標。為達研究目的，本研究選取某高中一年級共148位學生作為研究對象進行八週的教學實驗，並以課程滿意度量表、探究能力量表與工程設計自我效能量表來瞭解學生對課程規劃的看法，以及測量學生在探究與設計能力上的表現。在回收量表後，研究資料以皮爾森相關係數分析、t檢定與單因子共變數等統計方法進行分析，以了解將不同輔助學習設備應用在結構設計課程中的教學效果。本研究發現：(1)選擇不同輔助學習設備有助於高中生學習結構設計課程中不同的概念知識；(2)6E教學模式結合不同輔助學習設備無法使學生的探究能力明顯提升；(3)6E教學模式結合虛擬實境設備與輔助學習軟體有助於學生設計能力之提升；(4)學生對生活科技的興趣程度能夠預測課程滿意度，而平均學業成績只能預測「教師教學」、「課程內容」、「學習成果」構面。

關鍵字

虛擬實境 ； 6E教學 ； 探究能力 ； 設計能力 ； 結構設計課程

並列摘要

The Ministry of Education of the Republic of China enacted the Technology learning field in 12-year basic education, which emphasizes that the basic technological ability and technological literacy are essential for students nowadays. The purpose of this study was to implement construction design course using assisted learning device and 6E instruction model in teaching to improve students’ inquiry and design abilities and achieve objectives of the Technology learning field in 12-year basic education. The researcher choosed four classes in the tenth grade of a high school in Taipei City and adopted quasi-experimental method in research design. These four classes were given the experimental instruction during eight weeks. After the experiment, the satisfaction questionnaire with courses test, the scientific inquiry test, and engineering design self-efficacy instrument were delivered to students to collect the research data. The statistical methods used for analyzing the experimental data were correlation coefficient, t-test, and ANCOVA. The following conclusions were made: (1) High school students can build up the construction design concepts with different assisted learning device. (2) Applying assisted learning device in 6E instruction model can not significantly improve students’ inquiry ability. (3) Applying assisted learning device in 6E instruction model can significantly improve students’ design ability. (4) Students' interest in life science and technology can predict course satisfaction. The average academic achievement can only predict the aspects of "teacher teaching", "course content" and "learning achievement".

並列關鍵字

Virtual reality ； 6E instructional model ； Inquiry ability ； Design ability ； Construction design

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