五E學習環教學法融入國小二年級生活課程的學習成效之探討--以沙和土為例

Learning Effectivenss of Applying 5E Learning Cycle Model to Life Curriculum of the Second Grade in Elementary School：Taking Sand and Soil as an Example

張瓊瑜(Chiung-Yu Chang)

指導教授 ： 錢偉鈞

朝陽科技大學/理工學院/應用化學系/碩士(2014年)

摘要

本研究以沙和土議題融入生活課程，來探究五E教學法和傳統教學法的學習成效與保留成效之間的差異；與國語能力對學習科學概念的學習成效之影響。
研究者從任教學校選出50位二年級學童，分別實施兩種教學模式來研究，並依學業成就分為高、中、低三組來分析。所收集的資料分為(1)量的資料分析：以沙和土概念卷施測，將所得資料以spss做二因子共變數分析(2)質的資料採取教學後的晤談及學習單和心得日記來佐證。
研究結果以沙和土教材為例：(一)學習成效方面：教學模式並未影響學習成效，但學業成就越高學習成效越佳。(二)保留成效方面：(1)就中學業成就而言，五E教學法優於傳統教學法。(2)在五E教學模式中學業成就越高，學習保留效果就越好。(三)國語成就對學習成效方面：五E教學模式中高學業成就優於中、低學業成就。
建議：(一)對教學者：(1)教材內容要有系統設計(2)教學時間與空間的掌控與運用(3)教學者的正向專業素養。(二)對未來的研究者：(1)增加研究對象人數(2)以五E教學法對不同年級或不同單元、科目來探究。

關鍵字

學習成效 ； 沙和土 ； 五E學習環 ； 科學概念

並列摘要

The study tries to investigate and explore the possibilities of differences and influences that 5E Instructional Model could bring about in learning performance and its preservation in comparison with traditional teaching models. Integrating the issue "Sand and Soil" into Life curriculum, the study also tries to understand the relations between language capability and its effects upon students' learning of scientific concepts.

50 2nd-graders from the school where the researcher is teaching currently were selected as the sample for the survey. The sample was equally divided into two groups for the purpose that the teaching methods mentioned above could be conducted to each group separately. And the sample was analyzed according to three categories, i.e. high, middle and low levels in academic achievement. The data collected could be characterized as (1) “quantitative”: Questionnaire designed for “Sand and Soil Concept” was surveyed and the data were analyzed with two-way analysis of covariance using SPSS. (2) “qualitative”: Not only interviews were conducted after the class, but learning sheets of students and teaching diaries were also well kept and analyzed.

The resultants of the study could be concluded as followed: (I) Learning performance: The learning performance of students was not influenced by the teaching models conducted. Yet, students with better academic achievement had better learning performance. (II) Learning performance preservation: (1) Five E instructional model was better than traditional teaching model for the students of middle level in academic achievement. (2) Using Five E instructional Model, students with higher academic achievement had better learning performance preservation than those with lower academic achievement. (III) Learning Performance and Language Capability: Students with high academic achievement were also better than those with middle and low academic achievement.

Suggestions: (I) The teachers should (1) design the teaching material systematically, (2) appropriately control the time and space of teaching process and (3) improve professional skills. (II) The future researchers could (1) expand the sample and (2) explore the possibility of using the Five E Instructional Model with other graders, units or subjects.

並列關鍵字

Learning Performance ； Sand and Soil ； 5 E Learning Cycle ； Scientific Concept

參考文獻

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