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  • 學位論文

自然科問題本位學習對六年級學生 科學概念與科學學習動機之影響

The Effectiveness of the Problem-Based Learning on Sixth Graders’ Science Concept Learning and Learning Motivation in Science

指導教授 : 楊坤原

摘要


本研究目的在於瞭解「問題本位學習」教學模式對於國小學生科學概念與科學學習動機之影響。本研究採質性研究的方法,以桃園縣平鎮市某公立國小六年級的ㄧ個班級為研究對象,探討該班級學童在問題本位學習情境中的科學概念與科學學習動機。研究為期十二週,每週三堂課共三十六堂課,透過觀察、教學日誌、錄影錄音、學生晤談,以及學生在問題本位學習過程中之討論單、學習單等資料做分析,提出以下之發現: 一、 學童在科學概念上,無論在概念的連結、深度、廣度、階層和舉例上皆較以往進步,顯示這樣的學習模式的確能夠增進學生在自然領域的學習概念。 二、 低分組學生在概念的改變上較高分組學生多,而這樣的改變來自於對小組共同蒐集資料、分析討論及分組報告較感興趣,所以積極投入。 三、 學童在科學學習動機上,學生對於自己主動學好自然更有信心,且可以感受自然科 更深層的學習價值,表現出更有意義的學習,而經過小組合作蒐集資料、整理、討 論及報告的過程中,學生比以往更喜歡上自然課,也從中獲得以往沒有的成就感。 根據研究發現,PBL是一個適合應用在國小階段自然科的學習模式。最後研究者對問題本位學習之教學應用與後續研究提出建議,希冀提供教育之參考。

並列摘要


The purpose of this study was to investigate the effects of PBL on elementary school students’ science concept learning and science learning motivation. The qualitative research method was employed in this study. The target students of this research were 36 sixth graders from one class of a public elementary school in Pingjen City, Taoyuan County. The research period was 12 weeks with three classes each week, totaling 36 classes. The results were analyzed based on the data collected from teacher’s classroom observations and teaching logs, video and audio recording, interviews of the students, the concept maps drawn by students, and the worksheets filled by the students during the PBL process. The findings are as follows: 1. The results showed the improvement of these students’ science concepts including the linkage, depth, breadth, stratum, and exemplification of the concepts. This indicated that PBL could indeed enhance students’ concept learning in natural science. 2. Students who had lower grades showed greater changes than those who had higher grades. These changes were caused by students’ interests and active participation in teamwork of information collection, group discussion, and group presentation. 3. The results also indicated the increasing of science learning motivation of the students in this study. These students showed more confidence in learning the natural science actively. They could also understand of the values of learning natural science and present more meaningful and significant academic performance. Moreover, these students enjoyed the natural science class more and felt the sense of achievement they haven’t had before through the teamwork of information collection, compilation, discussion and presentation, According to the research results, PBL is a suitable learning model of teaching natural science at elementary level. Suggestions on the applications of PBL and future studies were provided based on this study.

參考文獻


鄭昆發(2005) 使用概念圖在問題本位學習環境中的教學回饋機制。私立中原大學資訊工程研究所碩士論文,未出版。
洪榮昭(2001):PBL教學策略。技術及職業教育雙月刊,61,10-12。
溫瑞烘(2002)。問題本位學習用於資訊教學之探討,中華技術學院學報,24,195-212。
楊坤原、張賴妙理(2005)。問題本位學習的理論基礎與教學歷程。中原學報,33(2),215-235。
林建平(2003)。學習動機的認知理論及其在教育上的應用。國教新知,49(3),17-27。

被引用紀錄


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吳小惠(2013)。國小科學教師實施問題本位學習 的困難及因應策略〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201300586
邱文鳳(2012)。問題本位學習對國小六年級學童燃燒概念改變之影響〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201200395
李筱雲(2009)。不同問題結構的問題本位學習對八年級學生自我導向科學學習表現之影響〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200901264
喻雅蘭(2014)。實施問題本位學習法在國小五年級能源教育之行動研究〔碩士論文,朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-2502201617122507

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