本研究旨在探討「同儕學習輔導」對生物科學生學習之成效。研究對象以國中部一年級X班進行實驗,為期一學期,採一對二配對方式進行。首先於實驗前採取「生物科學習動機調查表」及「學業成績表」,篩選十位生物科低成就、低學習動機之學生為「受輔生」,及五位生物科高成就、高學習動機之學生擔任「同儕小老師」,參與同儕學習輔導,一學期共進行20次固定時間、固定地點輔導。研究發現: (一)同儕學習輔導能增進受輔生生物科學習之成效,包括複習生物科的時間、信心及學習成就感及學業成績均有增進。 (二)同儕學習輔導能增進同儕小老師生物科學習之成效,包括信心及學習成就感及學業成績均有增進。 (三)同儕小老師與受輔生對同儕學習輔導的看法與滿意度皆趨於正向。
The main purpose of this study was to explore the effectiveness of peer tutoring on enhancing biological learning for ten under-achieving and five high-achieving junior high students. They received experimental teaching for twenty weeks, once a week forty minutes from five peer tutors. Data were collected from observation, interviews, and documentations. The major findings of this study were as follows: 1. Peer Tutoring effectively enhanced the biological learning of under-achieving students 2. Peer Tutoring effectively enhanced the biological learning of Peer Tutors 3. Four peer tutors and nine participants were satisfied with Peer Tutoring.