自我調整學習對七年級學生細胞另有概念之影響

The Effects of Self-Regulated Learning on Cellular Alternative Concepts of the Seventh Grade Students

蔡春桃(Chun-Tao Tsai)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000300

摘要

本研究主要目的在探討自我調整學習對七年級學生細胞另有概念的影響。採準實驗研究法，以桃園縣七年級兩班學生為研究對象，選取一班為實驗組(32人)，進行自我調整學習技巧之教學；一班則為對照組(34人)，以一般講授方式進行教學。整個教學實驗為期五週，計5節課。兩組學生於教學前後均接受「自我調整學習量表」及「顯微鏡下的世界兩階層診斷測驗(Two-tier multiple choice Instrument of the World under Microscope，TIWM)」的測量。所得資料以t檢定、共變數分析與相關分析進行比較，再輔以晤談資料來探討學生學習情形。主要研究發現如下：
1、在TIWM前測中所分析出的另有概念題有12題，包括：A群（顯微鏡的操作技巧，共1題），B群（生物、細胞具有可辨認的特性，共6題），C群（微小生物及其生活環境，共5題）。
2、實驗組進行自我調整學習技巧之教學後，在自我調整學習量表與TIWM前後測總分皆達顯著差異。
3、實驗組進行教學後可提高學生在自我調整學習量表和TIWM的得分。
4、實驗組進行教學後在自我調整學習的認知與脈絡兩個分量表得分顯著提高。
5、實驗組TIWM得分與自我調整學習總量表、動機、行為分量表得分呈現正相關。
6、實施自我調整學習技巧能幫助學生在細胞單元正確概念的學習。

關鍵字

細胞另有概念 ； 七年級學生 ； 自我調整學習

並列摘要

The Effects of Self-Regulated Learning on Cellular Alternative Concepts of the Seventh Grade Students
Abstract
The aim of this study was to investigate the effects of self-regulated learning on cellular alternative concepts of the seventh graders. A quasi-experimental method was adopted in this study. One of the two classes of the seventh graders from a junior high school in Tao-yuan County was assigned to the experimental group, and the other the control group. Self-regulated learning (SRL) skills were applied to the experimental group (N=32) while the traditional ways of learning were used in the control group (N=34). The experimental group received SRL skills teaching for one period a week, five weeks in total. Two groups took tests, under both “Self-Regulated Learning Inventory” (SRLI) and “Two-tier multiple choice Instrument of the World under Microscope” (TIWM) measuring approaches, before and after teaching. Data obtained were examined with t-test；ANCOVA and Pearson correlation; the information from interviews was aided. As a result, the probe of students’ learning conditions was accomplished. The main findings of this study were summarized below:
(a)There were twelve items in TIWM of cellular alternative concepts, one item for Group A: microscope operative skills; six items for Group B: recognizable characteristics of living things; five items for Group C: microorganism with living environment.
(b)Significant differences on the scores of tests before and after teaching using SRLI and TIWM were identified.
(c) SRL skills could promote experimental group’s scores of SRLI and TIWM.
(d) The sores on cognition and context area were apparently higher through SRL skills.
(e)The significant positive correlations were shown on these pairs: TIWM-SRLI; TIWM-motivation ; TIWM-behavior.
(f) SRL skills indeed improved students’ understanding of the cellular concepts.

並列關鍵字

self-regulated learning ； seventh grade students ； cellular alternative concept

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