本研究目的為探討「性教育科技行動學習課程」的教學介入對青少年在性知識、性態度和性行為意向的學習成效。本研究徵求高雄地區15~19歲,具有使用行動載具與應用程式(application, app)經驗之青少年學生共68位(實驗組31位、控制組37位),進行五週共10小時的教學介入,並以問題導向學習方法結合自行開發之性教育app為課程輔助鷹架。結果顯示:(1)教學介入能有效提升學習者整體學習成效,又以「性別多樣化」主題內容最為顯著;(2)近60%學習者喜愛情感教育主題,其中「關係經營」在性知識與性行為意向學習成效較佳,與之相關的「協商技能」和「分手技能」性行為意向表現也顯著提升,但「性別歧視」與「兩性交往」在性態度成效不顯著;(3)87%學習者對性騷擾主題不感興趣,但自我評估對此性行為意向的信心程度較高;(4)學習者性別、單獨約會經驗、戀愛經驗、被性騷擾經驗與行動學習經驗皆不影響教學介入成效;(5)學習者在性知識、性行為意向層面可產生更佳延宕效果;(6)多數學習者有意願課後與朋友分享討論。整體而言,性教育app可將輔助效果延伸至非課堂時間,多數學習者給予課程和app高度肯定和期待。最後提出對青少年性教育科技行動課程的教學與後續研究之建議。
The purpose of this research was to explore the effectiveness of the teaching intervention of the "Sexual Education Technology Action Learning Course" on adolescent sexual knowledge, sexual attitudes, and sexual behavior intentions. This study recruited 68 young students (31 in the experimental group and 37 in the control group) aged 15-19 years old in Kaohsiung who have experience in using mobile devices and application (app). They were involved in teaching for five weeks and 10 hours in total and they used problem-based learning combined with the self-developed sexual education app as the curriculum support scaffold. The results show: (1) Teaching intervention can effectively improve the overall learning effectiveness of learners, and the theme of "gender diversity" is the most significant; (2) Nearly 60% of learners love emotional education topics. Among them, "relationship management" is more effective in learning about sexual knowledge and sexual intentions, and the related "negotiation skills" and "break-up skills" sexual intentions have also improved significantly, but "sexism" and "gender interactions" were not effective in sexual attitudes; (3) 87% learners were not interested in the subject of sexual harassment, but they have a high degree of confidence in their self-assessment of their sexual intentions; (4) The learner's gender, single dating experience, love experience, experience of being sexually harassed, and action learning experience did not affect the effectiveness of teaching intervention; (5) Learners can produce better delay effects at the level of sexual knowledge and sexual behavior intention; (6) Most learners were willing to share discussions with friends after class. In general, sexuality education apps can extend the auxiliary effect to non-class time and most learners give courses and apps a high degree of affirmation and expectations. Finally, this study also puts forward suggestions on the teaching and follow-up research of the adolescent sexuality education technology action course.
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