以問題導向學習實施環境教育之行動研究－以二重疏洪道為例

Problem-Based Learning in Environmental Education

蔡秀珍(Shiou-Jen Tsai)

《北市教大社教學報》 10期 (2011/12) Pp. 211-242

https://doi.org/10.7035/PSCTSCHP.201112.0211

摘要

本研究旨在應用問題導向學習（PBL）於環境教育的教學活動，嘗試探討問題導向學習融入國小四年級環境教育的可行性，並藉此活動了解國小四年級學生在以問題導向學習實施環境教育的實施歷程與困難解決之道、合作學習情形、學生的學習表現及學習感受。研究發現將作為給學校、教師及未來相關研究的參考。本研究以新北市某國小四年級某班35名學童為研究對象，採行動研究課程設計，進行為期八週、二十四節課之PBL教學。本研究透過教室觀察、訪談、學生作品及其他文件蒐集進行研究。本研究結果獲得下列結論：一、實施PBL教學模式的環境教育時，四年級學生的學習困難在於同學討論能力不足、蒐集資料能力待加強及邏輯思考能力的欠缺，需要老師多在旁指導提醒才能解決。二、四年級學生進行小組合作學習時，大多數組員會認真參與，用心完成小組分配的工作。三、大多數四年級學生對於PBL教學學習活動持有正向的看法。認為在「合作學習」、「解決問題能力」和「人際闗係」各細項上，都有不錯的學習增長；也有助於自我能力的提昇。基於上述研究結果，最後提出相關建議，以作為教育人員及後續研究者之參考。

關鍵字

問題導向學習 ； 環境教育 ； 行動研究

並列摘要

The purpose of this study is the teaching activity of Problem-Based Learning in Environmental Education and to probe into the possibility of whether Problem-Based Learning can integrate into Environmental Education of fourth-grade primary school level or not; besides, understand the implement progress, problem-solving method, cooperated learning condition, students' learning performance and experience of fourth-grade primary school students when carry out Environmental Education by using Problem-Based Learning. For this reason, the result can be reference for schools, teachers, and future related research. The object of this study is 35 fourth-grade students from certain class and elementary school in New Taipei City; also, it adopts Action Research curriculum design to proceed Problem-Based Learning by 24 lessons in 8 weeks. In addition, we carry out research by classroom observation and interview, students' works, and other document collection. The conclusions of this research are as below: 1. When implementing PBL Environmental Education, the learning difficulties for fourth-grade students are insufficient discussion ability among students, data-collect ability needs to be improved, and lack of logical thinking ability. Hence, it needs teachers' guidance and warning to solve these problems. 2. When fourth-grade students carry out group cooperated learning, most of the groups can participate earnestly and accomplish distributed task by groups diligently. 3. Most of the fourth-grade students have positive viewpoints toward PBL learning activities. They think they have nice growth in ”Cooperated Learning”, ”Problem-solving ability”, and ”Inter-personal relationship”; also, help to upgrade self-ability. In view of research results above, we bring out related suggestions in conclusion to be reference for educator and future researcher.

並列關鍵字

Problem-Based Learning ； Environmental Education ； Action Research