問題導向之學習單對七年級學生參觀國立台灣科學教育館學習成效之研究

The Effectiveness of Problem-Based Learning Sheet on Science Achievement of Seventh Graders on Visiting the National Taiwan Science Education Center

林沛萱

指導教授 ： 李田英

國立臺灣師範大學/理學院/科學教育研究所在職進修碩士班/碩士(2009年)

摘要

本研究探討學生參觀科教館內「拋物面反射」、「傳聲管」、「光的三原色」和「透鏡實驗台」四個展示品，使用不同學習單的學習成效。研究對象是桃園縣某國中的七年級學生，共88人，採準實驗研究設計，隨機分成實驗組A、實驗組B和對照組，並以3~4人的小組方式進行。研究工具有五項：學習成就測驗、學習單(A)(B)(C)（分別讓實驗組A、實驗組B和對照組使用）、展示品操作問卷(A)(B)、追蹤學習單測驗和追蹤展示品操作問卷。其中學習成就測驗共20題單選，內容與四個展示品相關，信度α值為0.71；學習單的內容除了每份均有說明「展品位置」外，學習單(A)還有「原理說明」、「操作方式」和「動動腦」，學習單(B)有「動動腦」，學習單(C)為空白，由學生自由填寫。研究結果如下：1)實驗組A的學習成就顯著高於對照組（p＜.05）；2)實驗組A和實驗組B學習單的作答結果並無顯著差異，但較對照組的面向廣；3)三組學生有閱讀現場展示板說明的比例均很高，分別為67.7％、69.0％和51.9％；4)願意再次填寫學習單者是使用學習單(B)的實驗組B居冠（82.8％），不願意再次使用學習單的原因以「懶得寫字」（45.2％）和「內容太難」（32.3％）的比例較高；5)學生在各個展示品的收穫最多的是「光與三原色」，原因是「較有趣」且能「增加知識」，收穫最少的是「傳聲管」，原因是「不好操作」；6)將聲音的傳播路徑改以選擇題勾選方式較原來要求學生以畫圖方式的答對率高出約40～60％，但學生在解釋原因的能力仍不佳；7)實驗組A和實驗組B的學生遇到問題時，會先採取自己思考或和同儕討論的方式，進一步也會去看現場展示板或學習單(A)的原理說明中找答案。依據研究結果，提出建議如下：1)以問題導向方式設計學習單；2)將原理說明擺在學習單的動動腦後方；3)未來研究可從參觀科教館對學習的影響、對科學過程技能的影響和作答型式對學習成效的影響等三方面進行。

關鍵字

學習單 ； 問題導向 ； 博物館

並列摘要

The study was to investigate the effectiveness of three different learning sheets on students’ science achievement of visiting the National Taiwan Science Education Center. The four displays that the target students visited were were“Parabolic Reflectors”, “Voice Transmission Tube”, “Three Primary Colors of Lights” and “Image Formation of Convex Lens”. This study was based on a squasi-experimental design. The eighty-eight target students were all seventh graders from a junior high school in Taoyuan and were randomly assigned to three groups which were named as group A,B and C. Each group used a learning sheet (A), (B) and (C) respectively. The contents in Learning Sheet (A) included the description of the position of displays, theories, procedures for operation of displays and questions for students to answer. Learning Sheet (B) included the position of displays and questions. Learning Sheet (C) had only the position of displays and blank space for students to write. The data were collected through Achievement Test, Learning Sheet (A)(B)(C), Questionnaires (A)(B), post Learning Test and post Questionnaires. The achievement test included 20 multiple choice questions which related to the four displays. The research finding was as follows: 1) the achievement of Group A was significantly higher than Group C (p<.05); 2) the results of the learning sheet of Group A and Group B were not significantly different; however, the contents of students’ writing for both Group A and Group B were much richer than Group C; 3) the students in the three groups had read descriptions of theories from the display boards, and the percentages were 67.7% , 69.0% and 51.9%; 4) according to the reserch, students in Group B were willing to use the learning sheet again (82.8% ) ;for those who did not want to use the learning sheet again were either the learning sheet was too difficult for them (45.2% ) or they were too lazy to write ( 32.3% ); 5) among the four displays, the students learned most from the “Three Primary Colors of Lights” because it was more interesting and they could gain knowledge; however, students learned least from the “Voice Transmission Tube” because it was hard for them to operate; 6) the students would do better about 40-60 % higher scores if the form of measurement was changed from drawing the route of sound transmission to multiple-choice questions, and the students were still incapable of explaining the reasons through they could choose the right answers; 7) both students in Group A and Group B would think and discuss together to solve the problems,and they would also try to find the answers from the display boards or from Learning Sheet (A). Based on the study, recommendations were as follows: 1) learning sheets should be designed according to problem solving; 2) theories illustration should be put at the end of problems in each learning sheet; 3) further studies may focus on the effects of visiting the National Science Education Center on students – whether it arouse their interest in learning science, improve their science processes skills, and enhance their learning achievement by using different forms of tests.

並列關鍵字

learning sheet ； problem-based learning ； museum

參考文獻

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