運用知識翻新活動提升學生在能源教育之認知與情意學習

面對世界的變革，一個人是否具有學習力並能跨域學習，從而創造新的知識，以解決當今所面臨的問題將成為關鍵。如今認知技能（認知）相關研究已累積豐富之研究結果，然而，情意面向卻長期受到忽略。本研究採個案研究，以13位小學中高年級的學生為研究對象，運用知識翻新理論與知識論壇的輔助，探討知識翻新活動對於學生在能源教育議題中之認知與情意學習的發展與關係，期望學生能對於能源議題提出真實的問題、理解並回應他人想法以形成觀點；能蒐集與分析資料、擬定研究計畫、創作能源屋。研究方法採質量混合，針對認知目標層次與情意目標層次進行分析與歸納，呈現認知與情意學習的歷程。研究結果發現，透過知識翻新之教學策略皆有助於提升認知及情意目標層次，且兩者具正相關，亦即學生不僅能運用所學解決遇到的真實問題，也培養樂在學習的積極態度。

關鍵字

知識翻新；能源教育；情意目標；認知目標

並列摘要

As the world is continuously changing, it is crucial that whether a person is able to use interdisciplinary learning to create new knowledge in order to solve problems we are facing today. A great deal of previous research has focused on the cognitive skills (cognition) required for problem solving. However, there have been few research studies of the affective learning. This research conducted a case study method, taking 13 third to sixth grade students in the elementary school as the participants. The theory of knowledge building and the assistance of knowledge forum were used to explore the development and relationship of knowledge building activities on students' cognition and affective learning in energy education issues. The students are expected to ask real questions about energy issues, suspecting others' ideas and forming arguments. In addition, they also are asked to collect and analyze data, formulate research projects, and create energy houses. This research conducted a mixed-method that is to analyze and summarize the cognitive goals as well as the affective goals to present the process of cognitive and affective learning. The results of the study found that the teaching strategies of knowledge building could improve cognitive and affective learning goals. Both learning goals were positively correlated. That is to say, students not only can apply what they have learned to solve real-world problems, but also have a positive attitude to learn.

並列關鍵字

Knowledge Building ； Energy Education ； Affective Goals ； Cognitive Goals

參考文獻

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