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

The Effectiveness of the Problem-Based Learning in different problem structures on the Self-Directed Science Learning Performance of Eighth-Grade Students

李筱雲(Shiao-Yun Li)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200901264

摘要

本研究運用PBL 教學模式在八年級的「自然與生活科技」領域教學中設計不同問題結構之PBL 教學模式，探討解決模糊結構問題與良好結構問題二組學生，在自我導向科學學習傾向上的差異，並進一步探討二組學生所出現的自我導向科學學習行為表現。本研究採取準實驗設計，以桃園縣某公立八年級的兩個班級學生為研究對象，接受三個單元，每單元8節課，共計24 堂課的教學。研究工具以「自我導向科學學習傾向量表」作為量化研究工具，在量化資料分析所採取的統計方法包括了相依樣本 t 檢定、單因子共變數分析，質性資料則是將教師教學記錄、晤談內容以及學習檔案內容進行分析。
本研究具體發現如下：
一、 量化研究結果：進行模糊結構問題之PBL 教學學習者，在總量表、「對自然科學習的後設認知策略-執行、評鑑」、「對自然科學習的喜好」、「對自然科學習的資源經營策略」、「對自然科學習的自我效能」及「對自然科學習的後設認知策略-計畫」等分量表，在教學後之分數皆顯著優於教學前之分數，唯獨「對自然科學習的成就動機」面向在教學前、後之分數未達顯著差異。而進行良好結構問題之PBL 教學，在總量表、「對自然科學習的資源經營策略」、「對自然科學習的後設認知策略-計畫」等分量表，在教學後之分數皆顯著優於教學前之分數，但「對自然科學習的後設認知策略-執行、評鑑」、「對自然科學習的喜好」、「對自然科學習的成就動機」、「對自然科學習的自我效能」等分量表皆未達顯著差異。而獨立樣本單因子共變數分析結果，不管是總量表亦或是六個分量表皆未達到顯著差異。
二、 不論是接受模糊結構問題之PBL 教學或是接受良好結構問題之PBL 教學的學習者，皆能提升國二學生的自我導向科學學習傾向，但根據質性資料分析，有程度上的不同，其中接受模糊結構問題之PBL 教學學習者在「對自然科學習的後設認知策略-執行、評鑑」、「對自然科學習的自我效能」等面向有較佳的行為表現。
三、 接受不同問題結構之PBL 的學習者在PBL 歷程中所共同出現的自我導向科學學習行為有「喜歡學習自然科的行為表現」、「經營學習資源的行為表現」、「擬定計畫達成目標的行為表現」等，接受模糊結構問題之PBL 教學的學習者比接受良好結構問題之PBL 教學的學習者多了「對問題解決進行分析與規劃的行為表現」及「高自我效能的行為表現」。
四、 接受不同問題結構之PBL 的二組學生出現學習結果範疇不同的現象。模糊結構之PBL 教學的學習者所形成的學習議題較多元、範圍較廣，而良好結構問題之PBL 教學的學習者，只針對工作單上出現的特定題目進行研究與探討，發展的議題非常集中。

關鍵字

國中學生 ； 模糊結構問題 ； 良好結構問題 ； 自我導向科學學習傾向 ； 問題本位學習

並列摘要

The object of this study is to realize the effectiveness of the problem-based learning (PBL) teaching model on the science course of eighth-grade students. By designing the PBL teaching of different structures, this study is aimed to investigate the difference of self-directed science learning between the control students adopted by ill-structured problem and experimental students adopted by well-structured problem, and also to discuss the self-directed science learning performance between these two groups. An unequal group pretest-posttest design was employed in this study. Two eighth-grade classes of a public junior high school in Tao Yuan country were selected to be the research sample. The research frequency is three units, and each unit includes eight classes; the all research time is total twenty-four classes. The employed research instrument for quantitative study was Self-Directed Science Learning Readiness Scale. Data were collected mainly from the quantitative study and also the qualitative interview, including teaching record, interview and learning profiles. The statistical analyses to analyze quantitative data were Paired-Samples T Test and one-way ANCOVA.
The results are summarized as follows. Firstly, Quantitative findings: The use of PBL teaching method based on ill-structured problems has generally shown significant advantages in the following five natural science learning facets: “meta-cognition strategies (execution and evaluation)”, “preferences”, “resource-management strategies”, “self-efficacy” and “meta-cognition (planning)”. Only the “achievement motive” category has not reached any significant differences. Conversely, well-structured PBL methods revealed significant advantages in both “resource-management strategies” and “meta-cognition strategies (planning)”, but not as feasible in “meta-cognition strategies (execution and evaluation)”, “preferences”, “achievement motive” and “self-efficacy”. Furthermore, one-way ANCOVA indicated no significant differences in 6 subscales in the Self-directed Science Learning Readiness Scale.
Secondly, Self-directed science learning readiness of eighth-grade students can be enhanced no matter they received ill-structured or well-structured problem of the PBL teaching. However, according to quantitative data analysis, they both are different in degree. Learners receiving ill-structred problem of the PBL have better behavioral performances on the aspects of the metacognitive strategy in implementing and assessment toward science learning, the self-efficacy toward science learning and so on.
Thirdly, PBL learners with different problem structures in PBL process produced self-directed science learning behaviors. Self-directed science learning behaviors include “behavior of interest in science”, “behavior of managing learning recourses”, “behavior of goal-planning”, and so on. Comparing to learners accept well-structured problem, learners accept ill-structured problems possess “behavior of problem-solving, analyzing and planning” and “behavior of high self-efficiency”.
Fourth, the students with different problem structures also lead to different performances on the learning category. The learning topics of the PBL teaching of ill-structured problem were more multiple, wide and various. And the ones of the PBL teaching of well-structured problem were more concentrated and condensed.

並列關鍵字

self-directed science learning readiness ； ill-structured problem ； junior high school students ； problem-based learning ； well-structured problem

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