同儕師徒制運用於國中理化學習之行動研究

Peer Mentoring on Junior High School Physical Science Learning-An Action Study

陳惠琦(Hui-Chi Chen)

指導教授 ： 張嘉育

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2014年)

https://doi.org/10.6841/NTUT.2014.00499

摘要

本研究旨在探討運用同儕師徒制於國中理化學習的影響。研究目的有三：首先探討本教學對學生學習態度的影響，其次探討本教學對學生學習成就的影響，最後探討實施同儕師徒制，遭遇的問題及因應策略。研究者以國三導師班30名學生為研究對象，將其配對為15組師徒，以行動研究的方式進行為期10週的教學研究。研究中，以「國中理化學習態度量表」分析學生理化學習態度之前後差異，並蒐集學生前測及後測成績，分析學生理化學習成就之前後差異，且藉由質性資料的蒐集與分析，瞭解學生對理化學習及同儕師徒制的看法。最後獲致以下結論：一、學生的整體理化學習興趣、學習信心、同儕影響等均獲顯著改善，顯示同儕師徒制能有效改善學生之理化學習態度。二、本教學雖未能顯著提升整體學生的理化學習成就，卻明顯提升師傅生的理化學習成就。三、教學實施過程中，在師傅生、徒弟生及教師等方面各存在若干問題，研究者省思並擬定因應策略，執行後皆得予正向改善。四、同儕師徒制利用同儕之間的學習經驗分享，及同儕之間互助、支持系統，使得師傅生深化學習，徒弟生不害怕學習，皆有正面的幫助，並提升班級良好理化學習氣氛。
整體而言，學生變得比較喜歡理化，也比較用心學習理化。最後並根據本研究的過程及結果所得之省思研擬再出發之方向。

關鍵字

同儕師徒制 ； 國中理化 ； 理化學習態度 ； 理化學習成就 ； 行動研究

並列摘要

This study explores the influences of intergrating the “Peer Mentoring” into physical science learning. This study has three objectives. The first is to investigate how implementing peer mentoring has influenced students’ attitudes toward learning physical science. The second is to investigate how implementing peer mentoring has influenced physical science learning achievement. The third is to explore the problems encountered when implementing the peer mentoring learning process and their solution strategies.
The research subjects were 30 ninth-grade students. The researcher paired them into 15 mentoring groups. The action research method was implemented in a 10-week study. During the study, qualitative data were collected and analyzed to understand the students’ perceptions regarding learning physical science. Additionally, the students' attitudes toward learning physical science before and after the 10-week intervention were assessed with the Junior High school Learning Attitudes Toward Physical Science Scale, and the students’ achievements in physical science before and after the 10-week intervention were also assessed with the pre-test and the post-test. Based on the results of this study, the researcher present the following conclusions:
1. Results of the Junior High School Learning Attitudes Toward Physical Science Scale indicated that the students' overall“Physical interest in learning,”“learning confidence,”and“peer influence,”improved dramatically. This shows peer mentoring can effectively improve students’ learning attitudes toward physical science.
2. Peer Mentoring may not significantly improve the overall achievement of students’ physical science learning, but it can significantly improve mentors’ achievement of students’ physical science learning.
3. A number of problems in the mentors, mentees, and teacher occurred throughout the learning process. After reflection and reformulation, the researcher implemented various solutions in the teaching process to resolve these problems. After the executions, there were positive improvements.
4. There’s a positive assistance when peer mentoring uses the experience sharing of peer learning, the peer mutual assistance, and the peer supporting systems to allow mentors to deepen their learning, and to allow mentees not to be afraid of learning. Besides, peer mentoring promotes physical science learning atmosphere.
Overall, students have found physical science more enjoyable and have been more focused on learning physical science. The findings of this study can provide a reference for physical sciences’ teachers and school administrators.

並列關鍵字

peer mentoring ； physical science of junior high school ； learning attitude toward physical science ； learning achievement in physical science ； action study

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