「5E學習環」與「Ausubel解釋法」教學策略對國小三年級學童奈米科技概念學習成效之比較研究

The Influence on Learning the Concepts of Nanotechnology for the third-Grade Primary Students Through “5E Learning Cycle” and “Ausubel Expository Learning Model”

葉玲君(Ling-Chun Yeh)

指導教授 ： 錢偉鈞

朝陽科技大學/理工學院/應用化學系/碩士(2015年)

摘要

本研究旨在了解接受 5E 學習環教學模組及Ausubel解釋教學法後，不同自然學業成就、不同課程滿意度、不同性別的學生，在奈米科技概念學習成效、學習保留效果及科學態度提升的表現情形。研究工具包含奈米科技概念認知測驗、學習單、科學態度量表、晤談問題。
本研究採用準實驗研究法，研究對象是桃園市某國小三年級二個班級的學生，合計52人。以5E 學習環教學模組及Ausubel解釋教學法進行教學。資料分析以二因子共變數方法分析。本研究之結果歸納整理如下：
1. 不同教學模式對學童之奈米科技概念學習成效表現無明顯的差異。5E 學習環教學模組之學童，學業成就高的學習成效佳；Ausubel解釋教學法無顯著差異。
2. 不同教學模式對學童之奈米科技概念學習保留成效表現無明顯的差異。5E 學習環教學模組之學童，學業成就高的學習保留成效佳；Ausubel解釋教學法無顯著差異。
3. 5E 學習環教學模組學童之科學態度提昇，明顯優於Ausubel解釋教學法。科學態度提昇不因學業成就高低而有差異。
4. 接受Ausubel解釋教學法，課程滿意度對於對奈米科技概念學習成效有顯著影響；5E 學習環教學模組則無。
5. 接受不同教學模式的學童，「課程滿意度」對奈米科技概念學習保留成效無顯著影響。
6. 接受不同教學模式的學童，「不同性別」對奈米科技概念學習成效、學習保留成效與科學態度提昇均無顯著影響。

關鍵字

Ausubel解釋教學法 ； 5E 學習環 ； 奈米科技

並列摘要

This research aims to understand the learning result, learning remaining result and the attitude towards to science learning of Nanotechnology concept in different science grade, different course satisfaction and different gender groups after using ‘‘5E Learning Cycle’’ and ‘‘Ausubel Expository Teaching theory’’ teaching strategies. Nanotechnology concept tests, learning lists, scientific attitude scale and interviews were used in this study.scientific attitude scale.
Quasi-experimental research method was used in this study. The target group was the third grade students in two classes in an elementary school in Taoyuan. There were fifty two students in total. ‘‘5E Learning Cycle’’ and ‘‘Ausubel Expository Teaching theory’’ teaching strategies were used in class. Two-way ANOVA were used to analyze the data. The research results can be summarized as follow:
1.There is no significant difference between two different teaching strategies in Nanotechnology concept learning result. In ‘‘5E Learning Cycle’’ group, students who had higher grades had better learning results. There is no significant difference in ‘‘Ausubel Expository Teaching theory’’ group.
2. There is no significant difference between two teaching strategies towards to Nanotechnology concept learning remaining result. In ‘‘5E Learning Cycle’’ group, students who had higher grades had better learning remaining results. There is no significant difference in ‘‘Ausubel Expository Teaching theory’’ group.
3. The improvement of students’ scientific attitude in ‘‘5E Learning Cycle’’ group were significantly better than students in ‘‘Ausubel Expository Teaching theory’’ group. Students’ grades did not have significant effect on their scientific attitude improvement.
4. Course satisfaction had significant effect on Nanotechnology concept learning result in ‘‘Ausubel Expository Teaching theory’’ group. However, course satisfaction did not have significant effect on nanotechnology concept learning result in ‘‘5E Learning Cycle’’ group.
5. For students who received different teaching strategies, course satisfaction did not have significant effect on Nanotechnology concept learning remaining result.
6.For students who received different teaching strategies, gender did not have significant effect on Nanotechnology concept learning result, learning remaining result and scientific attitude.

並列關鍵字

Ausubel Expository Teaching Theory ； 5E Learning Cycle ； Nanotechnology

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