本研究旨在探討融入科學遊戲的教學活動後,對不同認知風格的九年級學生問題解決能力的影響。本研究採準實驗設計,樣本為桃園縣某國中九年級67位學生,運用認知風格將學生分成實驗組A(認知風格異質組34人),以及實驗組B(認知風格同質組33人),活動時間共16節課。研究工具包括:「團體藏圖測驗(GEFT)」、「問題解決能力測驗」。課程實施前,進行GEFT及問題解決能力測驗前測,實驗組A與實驗組B進行「拋石器」、「金木槍」、「玉竹弓」、「瓶下抽紙」四個活動,共計12小時。在科學遊戲教學活動課程後,再實施問題解決能力測驗後測與晤談。 研究結果顯示,在融入科學遊戲教學活動後,認知風格異質組與認知風格同質組學生之問題解決能力達顯著差異,接受異質性分組的學生顯著優於同質性分組的學生(F=5.39, p<.05)。教學後,異質組與同質組環境內的不同認知風格學生其問題解決能力沒有顯著差異(p>.05)。在不同分組環境中的場地獨立型學生之問題解決能力沒有顯著差異(p>.05),但在異質分組環境中的場地依賴型學生其問題解決能力顯著優於同質性分組的場地依賴型學生(p<.01)。
This research aims to explore the effect of the nineth-grade students’ problem solving abilities in different group situations on Science Game Teaching. The study adopted a quasi-experimental design and the subjects of the study comprise sixty seven nineth-grade students of a junior high school inTaoyuan County. They were divided into two learning groups:treatment group A had thirty four sutdents , who were heterogeneously grouped according to their cognitive style; treatment group B had thirty three sutdents , who were homogeneously grouped according to their cognitive style. The period of the empirical activity lasted for sixteen classes. The instrument which were adopted by the study include ‘Group Embedded Figure Test, GEFT ‘’, and ‘’ Problem Solving Ability Test. GEFT and Problem Solving Ability Test pre-test prior to the implementation of the activities. After the four science game activity courses which last for twelve hours, the implementation of the Problem solving Ability Test post-test and interviews. The results of the research were summarized as follows. Significant differences in cognitive style heterogeneous grouping environment and cognitive – style homogeneous group environment, heterogeneous grouping students’ problem solving abilities wad significantly better than homogeneous grouping students(F=5.39, p<.05). After teaching , there was no significant difference in the students with different cognitive styles within the same grouping environment(p>.05). There is no significant difference in the Field-Independent students’ problem solving abilities in the different group environment(p>.05), but in a different grouping environment, Field-Dependent students who accept heterogeneous grouping were significantly better than homogeneous grouping students(p<.01).