問題導向學習對於學習遷移及學習情緒之影響

本研究旨在探討問題導向學習對學習遷移的影響，並瞭解學習者在問題導向學習歷程中情緒的變化。研究對象為國中七年級學生共76人，實驗組學生以問題導向方式進行學習，對照組學生則採用傳統講述方式。以二因子混合設計變異數分析探討實驗組和對照組學生在概念理解測驗、近遷移測驗、舊觀點遠遷移測驗和新觀點遠遷移測驗上的學習成效及與學習相關的活動情緒感受是否具有顯著差異。研究結果發現，問題導向學習強調學習者能主動蒐集學習資源以解決問題，在學習過程中學習者已將學習資源內化，因此在不提供學習資源的舊觀點遠遷移測驗和有提供學習資源的新觀點遠遷移測驗，遠遷移皆能夠發生；而對照組學習者是被動接受老師講述所提供的學習資源，因此在舊觀點遠遷移測驗的表現不如實驗組，但在新觀點遠遷移測驗中，兩組則無顯著差異。此外，實驗組學生在學習過程中，生氣情緒顯著高於對照組，但在學習完一段時間後，反而是快樂情緒顯著高於對照組，而兩組的無聊情緒則是隨著時間下降。

關鍵字

問題導向學習；與學習相關的活動情緒；學習遷移

並列摘要

This study aimed to investigate the influence of problem-based learning on knowledge acquisition and learning transfer. Moreover, learners' emotional changes during the learning process of problem-based learning were also examined. A total of 76 7th graders took part in this study. Students in the experimental group learned endocrine system of human body by problem-based learning, and those in the control group learned by didactic teaching. A series of two-way mixed design ANOVA were run to examine the differences in students' performances on knowledge test, near transfer test, classical and new perspectives of far transfer test, and learning-related activity emotion questionnaires between the two groups. The results indicated that problem-based learning significantly improved students' performances on far transfer. Moreover, during the learning process, learners in the experimental group felt angrier than those in the control group. But after learning for a while, they felt happier than their counterparts.

並列關鍵字

Problem-Based Learning ； Learning-Related Activity Emotions ； Learning Transfer

參考文獻

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