知識來源對學生動手做活動學習影響探究分析

A Study of the Effect of Knowledge Sources in Learning-by-doing Activities

黃一峯 ； 朱耀明

《工業科技教育學刊》 6期 (2013/10) Pp. 45-56

https://doi.org/10.6306/JITE.2013.6.5

摘要

動手做學習可讓學生在探索過程中將所學知識轉為活用智慧，並提升問題解決能力。然而在學習過程中，學生常會遇到問題及挑戰，此時是學生學習突破或是停頓的分歧點。而學生是如何學習到解決問題的關鍵知識，是其學習可以突破並持續的重要因素，並對其學習產生影響。因此瞭解學生的知識來源及影響，進而妥適運用是教師在教學安排及學習引導時必須留意的重要環節。本研究以氣墊船動手做活動為例，以七個高三班級學生為研究對象，藉由問卷及訪談加以探討學生在活動中的知識來源，及其學習的影響。研究結果發現：學生知識來源主要來自於教師給予的指導及知識量、自己實做驗證以及同學間的觀摩學習。而學生希望老師能提供基礎的知識，否則學習不知從何開始；也希望老師不要提供過多的知識，保留學生探索的空間及樂趣。

關鍵字

科技教育 ； 動手做 ； 知識來源 ； 經驗學習

並列摘要

With the hands-on experience, students can make the knowledge which they have learned into practical application ability and promote the problem-solving ability. During the learning process, students often encounter problems and challenges. This is the moment that students learn to break through them or stop by them. The way that students learn or gain the knowledge to solve the problem is the most important factor. It is very important for teachers to know how students learn the knowledge when they teach or guide students in the activities.This study takes hovercraft project as an example. 7 classes of third year students in high school are the subjects. This study tries to explore the sources of student's knowledge and the influence on students during the activity by surveys and interviews. The results showed that: the main knowledge sources come from the guidance and lessons of the teachers, the hands-on experiment experience by students, the imitation and communication among classmates. Students hope teachers can provide basic knowledge to help them to start the learning; and hope teachers do not provide too much knowledge in order to reserve the space and fun for students to explore.

並列關鍵字

technology education ； learning by doing ； hands-on ； knowledge sources ； experiential learning