線上「問題本位學習」模式對國小學童自然與生活科技學習領域自我導向學習與學習成就之影響

The Impact of the Online Problem-Based Learning Model on the Elementary Students’ Self-Directed Learning and Achievement of Learning in the Domain of Science and Technology

張凱皓(KAI-HAO CHANG)

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(2012年)

https://doi.org/10.6840/cycu201200153

摘要

本研究旨在探討國小六年級的「自然與生活科技」領域教學中，實施線上PBL模式之實驗組學童與實施線上講述式模式之控制組學童在「自我導向學習」及「自然與生活科技學習成就」上的差異，以及學童對線上PBL模式之看法與建議，俾提供未來欲進行線上PBL教學之研究者參考。本研究以不等組前後測之準實驗設計進行研究，以桃園縣某國小六年級的二個班級為研究對象，並隨機分派一班為實驗組（31位學童）另一班為控制組（30位學童）進行教學，實驗組接受資訊科技融入問題本位學習的教學，控制組則接受資訊科技融入講述式的教學。本研究為期五週，每週四堂課，共二十堂課，教學前、後以「學童自我調整學習量表」、「自然與生活科技成就測驗」進行量化分析，並以教師札記、學習成果自評表、半結構式晤談進行質化分析。
實驗研究結果如下：
一、 接受線上PBL模式與線上講述式模式的學童在「學童自我調整學習量表」上有顯著差異。實驗組與控制組學童在「學童自我調整學習量表」後測的平均得分呈顯著的差異，可見線上PBL模式對學童在自我導向學習方面有正向的影響。
二、接受線上PBL模式與線上講述式模式的學童在「自然與生活科技成就測驗」上有顯著差異。實驗組與控制組學童在「自然與生活科技成就測驗」後測的平均得分呈顯著的差異，可見線上PBL模式可以提升學童在自然與生活科技上的學習成就。
三、實施線上PBL學習的教學歷程後，實驗組學童對線上PBL學習的看法為(一)可以增進他們的學習動機、讓他們比較敢發言、能有更好的學習態度，並可多方的了解，達到自主學習的狀況。(二)透過線上小組討論學習的方式，可以吸收到更多的知識並且增加其學習興趣，使其更能喜愛自然與生活科技的學習並提高學習成就。(三)透過網路可以很快速的蒐集到很多的資料並且喜歡運用線上聊天室與其他同學或是與老師進行溝通討論，亦能增進使用電腦的能力。

關鍵字

自然與生活科技學 習成就 ； 問題本位學習 ； 自我導向學習 ； Moodle數位課程管理平台

並列摘要

The study aims at exploring the “Natural and Life Technology” learning and teaching at the sixth graders at an Elementary School in their application and differences between students in the experimental group who take online PBL model and students in the control group who take the “Self-directed Learning” and “ Natural and Life Technology Learning Achievement”. Furthermore, we offer our viewpoints and make proposals as references for the researchers who intend to conduct online PBL teaching and learning. In this study, we apply quasi-experimental design of ranging groups to do pretest and posttest and we also take sixth graders in two classes of Taoyuan County Elementary School as objects. We then have randomly assigned a class to be an experimental group (31 students) and the other class to be a control group (30 students) to conduct teaching. The experimental group would receive the information technology combined with problem-based learning and teaching. The control group would receive the information technology combined with narrative teaching. In this study, we have a period of five weeks, in which four classes per week, a total of twenty classes. "Student Self-Regulated Learning Scale", "Science and Technological Achievement Test" are used to conduct a quantitative analysis; meanwhile, we also apply teachers' notes, Learning Outcomes Self Assessment Form and semi-structured interviews to carry out a qualitative analysis.
The experimental findings are stated as follows:
1. Students who take online PBL model and online narrative model showed significant differences in the "Student Self-Regulated Learning Scale". Students in experimental group and control group at the post-test average score of "Student Self-Regulated Learning Scale" showed significant differences. It can be seen that students have the online PBL model can have a positive impact on self-directed learning.
2. Students who take online PBL model and online narrative model showed significant differences in the "Science and Technological Achievement Test". Students in experimental group and control group at the post-test average score of "Science and Technological Achievement Test" showed significant differences. It can be seen that students have the online PBL model can improve their learning achievement on science and life technology.
3. After the implementation of the online PBL learning teaching process, students in the experimental group students have their views on online PBL learning (1) it can increase their motivation to learn. Comparably allow them to have more courage to speak, to have a better attitude towards learning, and understand at many sides to achieve the status of independent learning. (2) Through an online group discussion and learning, students can absorb more knowledge and increase their interest in learning, making it possible for them to learn how to love science and life technology so as to improve learning achievements. (3) Through the Internet, students can be very fast to collect huge quantity of information and apply them to online chat rooms to communicate and discuss with other students or teachers. It can also enhance their abilities in application of computers.

並列關鍵字

Moodle digital course management platform ； self-directed learning ； problem-based learning ； science and life technology learning achievement

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