問題本位學習對六年級學童的問題解決能力 與環境態度之影響

The Impact of Problem-Based Learning on the Problem-Solving Abilities and Environmental Attitudes of Sixth Graders

郭炯廷(Chuang-Ting Kuo)

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(2011年)

https://doi.org/10.6840/cycu201100559

摘要

本研究的目的在探討應用「問題本位學習」(Problem-Based Learning, PBL)於國小六年級自然與生活科技領域之「生物、環境與自然資源」單元，對學生的問題解決能力與環境態度之影響。本研究採用準實驗研究法，以桃園縣某國民小學六年級兩個班級為研究對象，實驗組(31人)接受PBL教學，控制組(33人)則接受一般傳統教學，實驗教學歷時六週，每週4堂課共24堂課，在教學活動前、後兩組學生均實施「問題解決能力測驗」和「環境態度量表」的評測，量化分析採用描述統計及單因子共變數分析，以考驗兩組學生在後測得分上的差異；質性資料則是從學生的晤談內容以及小組的學習檔案內容進行分析，研究結果得知：
一、接受PBL教學的學生，在「問題解決能力測驗」的後測得分有顯著的進步，顯示本研究使用之PBL教學，確實能提升六年級學童在問題解決能力上的表現。
二、接受以環境議題為主題的PBL教學的學生，在「環境態度量表」的得分有明顯的提升，顯示學生在接受PBL教學後，更加關懷自己居住的家園與環境汙染的問題。
三、學習者在PBL小組討論過程中仍會遭遇一些困難，例如：小組成員容易因為意見不合、工作分配不均或不配合而爭吵，另外，不同性別的學生也比較容易產生對立，因此，老師的分組方式應更加彈性以提高合作討論的效果。
四、雖然小組討論時會有許多爭吵，學生還是非常熱衷於討論活動，大部分學生還是喜歡PBL
教學模式。
最後，依據研究結果進一步提出對PBL教學之建議，提供未來對於PBL教學有興趣的教
師在教學與研究的參考：(一)單元主題若能讓學生自由選擇感興趣的主題，並與學生生活經
驗相結合，學生在討論時將會更投入。(二)將不喜歡討論或不合作的學生集中在同一組進行
不同模式的教學，以滿足不同學習者的需求。(三)老師應加強流動促進者的角色，不斷地在
組間走動並有耐心的引導學生思考討論。

關鍵字

問題解決能力 ； 環境態度 ； 國小學童 ； 問題本位學習

並列摘要

The object of this study is to realize the impact of the problem-based learning (PBL) on the problem-solving abilities and environmental attitudes of sixth graders in the biology, environment and natural resource unit. Two classes of sixth graders in one elementary school in Tao Yuan country were selected to be the research sample, PBL was used as instruction model on the experimental group, while the control group received traditional instruction. The research period lasted for 6 weeks, four classes each week, 24 classes in total. Before and after teaching, all students in two groups took Problem-Solving Abilities Test and Scale of Environmental Attitudes. The quantitative analysis method included descriptive statistics and one-way ANCOVA, while the qualitative data was analyzed from the interview content and learning portfolios of students. The main conclusions of this study were as followings:
1. There was significant difference between experiment and control group at the grades of Problem-Solving Abilities Test. This indicated that PBL could indeed enhance students’ problem-solving abilities.
2. There was significant difference between experiment and control group at the grades of Scale of Environmental Attitudes. This indicated that PBL could actually promote students’ environmental attitudes.
3. Learners had trouble in discussion process. For example, members quarrelled on disagreement, distribution of work. Besides, students of different gender easily had conflict. Therefore, the way of grouping should be more flexible to promote the effect of discussion cooperation.
4. Although students quarrelled all the time, most of them still loved PBL, keen to discuss in the class.
Finally, suggestions based on the study were provided for any researcher interested in PBL in the future. First, if the themes of chapter were chosen by students’ interest and connected with their experience of life, they would be more enthusiastic about discussion. Second, centering students disliking discussion or cooperation in the same group, receiving different instruction, can satisfy various learners’ need. Last, teachers should play the role as promoter more effectively, keeping walking around all groups and guiding students to think and discuss.

並列關鍵字

environmental attitudes ； problem-based learning ； elementary school Students ； problem-solving abilities

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