「自我解釋－討論－再解釋」學習策略對大學生學習全球暖化相關議題之影響

本研究旨在探討「自我解釋－討論－再解釋」（Self-explain-Discuss-Re-explain, SDR）學習策略對大學生學習全球暖化相關議題的影響。研究對象包括一所大學三個學院多個學系的大學生，共40人。本研究使用學習單作為研究工具。學習單中包括有關生態價值觀、全球暖化知識與學習參與度等問題。研究者分析從學習單中所收集的數據，以了解SDR學習活動對學生學習和學習投入的影響。研究結果顯示，85%的學生在討論活動中發言，表明大部分學生積極地參與學習活動。在經過SDR活動後，學生全都表示不贊成二氧化碳海洋封存，因為擔心如此一來恐有破壞生態平衡之虞。另外，學生普遍缺乏關於二氧化碳和甲烷對全球暖化貢獻百分比的事實知識，但有學生提出人類才是全球暖化元兇的觀點，直指全球暖化的核心原因。總體而言，學生們認為SDR策略使他們能夠積極參與學習，對議題也能思考得更為深入與全面。最後，對環境教育教學和SDR學習策略的運用提出建議。

關鍵字

二氧化碳海洋封存；生態價值觀；全球暖化元兇；「自我解釋－討論－再解釋」學習策略；獨立思考

並列摘要

This study aims to explore the impact of the Self-explain-Discuss-Re-explain (SDR) learning strategy on college students' learning of global warming-related issues. Forty college students from different departments in three university colleges participated in this study. This study used worksheets as the research instruments. The questions on the worksheets are related to students' ecological value, knowledge about global warming, and learning engagement. The researcher analyzed the data collected from the worksheets to understand the impact of SDR learning activities on students' learning and engagement. The results showed that 85% of the students spoke in discussion activities, indicating that most actively engaged in learning activities. After the SDR activities, all the students expressed their disapproval of carbon dioxide ocean sequestration because they worried that it might destroy the ecological balance. In addition, students generally lacked factual knowledge of the percentages of the contribution of carbon dioxide and methane to global warming. Still, some students put forward the view that human beings were the culprits of global warming, pointing directly to the core cause of global warming. In general, the students thought that the SDR strategy enabled them to engage in active learning and to think more deeply and comprehensively about issues. Finally, suggestions are made for teaching environmental education and using the SDR learning strategy.

並列關鍵字

Carbon dioxide ocean sequestration ； Ecological value ； Global warming culprit ； Self-explain-Discuss-Re-explain (SDR) learning strategy ； Independent thinking

參考文獻

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Chang, T. L., & Hsin, H. T. (2020). The effect of the Self-explain–Discuss–Re-explain (SDR) learning strategy on high- and low-achieving fifth-grade students’ achievement in science. Research in Science & Technological Education. 39(1), 1-28. doi: 10.1080/02635143.2020.1772223

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