分組合作學習策略融入國中理化課程學習成效之研究

本研究旨在探討運用分組合作學習策略融入國中理化課程之學習成效。本研究以九年級學生為研究對象，進行準實驗設計，實驗組採取合作學習法，對照組採取傳統講述法，實施為期十二週的分組合作實驗教學，並以「國中理化科三次段考評量測驗考卷」及「學生科學動機量表」為研究工具，將所得資料進行獨立樣本單因子共變數分析(ANCOVA)，瞭解實驗組與對照組其理化學習動機及理化學習成效是否有顯著差異。研究結論如下：一、國中理化課程實施學生分組合作學習後，在學生學習動機之主動學習策略達顯著差異，自我效能、非表現目標導向及成就目標皆無顯著差異。二、學生學習動機之科學學習價值與學習環境誘因，採用傳統講述教學法更適宜三、分組合作學習策略融入理化課程後，學生學習成效無顯著影響。

關鍵字

學習動機；學習成效；分組合作學習策略

並列摘要

The purpose of this study was to discuss the learning efficiency by using Cooperative Learning for physics and chemistry courses in junior high school. In this study, the ninth grade students were the research object and were divided into two groups. The experimental group adopted the cooperative learning method, while the control group adopted the traditional didactic teaching method. The study lasted for 12 weeks and adopted the three-time exam paper and the Student Science Motivation Scale as research tools. The data was analyzed by ANCOVA to understand whether the learning motivation and learning efficiency in physics and chemistry courses were significant differences. Below was the conclusion of this study: 1.Except for active learning strategies, the students’ learning motivation was not significantly different after the implementation of the Cooperative Learning strategy in Physics and Chemistry courses in junior high school. Besides, there was no significant difference in self-efficacy, non-performance goal and achievement goal. 2.The Didactic Teaching was more suitable for the science learning value and learning environment simulation of student’s learning motivation . 3.The student of Learning efficiency of students was not significantly different after the implementation of the Cooperative Learning strategy into the physics and chemistry curriculums. Keyword : learning motivation, learning efficiency, cooperative learning strategy