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題名 | 以問題為中心的合作學習策略對國小學童科學學習之研究=A Study of Problem Based and Cooperative Learning on Elementary Science |
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作者 | 黃善美; 黃萬居; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 32 2003.09[民92.09] |
頁次 | 頁1-31 |
分類號 | 523.36 |
關鍵詞 | 問題中心; 合作學習; 國小科學學習; Problem based; Cooperative learning; Study of elementary science; |
語文 | 中文(Chinese) |
中文摘要 | 本研究之研究目的為:(一)探討不同的教學法是否影響學生之概念學習,以及不同教學法對高、中、低推理能力學童的概念學習是否有影響?(二)探討不同的教學策略對學童科學相關態度的影響,以及不同教學法對高、中、低推理能力學童的科學態度是否有影響?(三)探討不同的教學方式對學童問題解決能力是否有差異,以及不同教學法對高、中、低推理能力學童的問題解決能力無無差異?(四)不同教學法對學生進行以問題為中心的合作學習之科學學習的態度是否不同?本研究採用所羅門四組實驗設計之準實驗研究法,選取臺北市某國小五年級學生四班作為研究對象,以教學法為研究的自變項,「科學概念理解測驗」、「問題解決測驗」、「科學相關態度問卷」及「對自然科教學的態度問卷」為依變項,並將測驗結果進行統計分析;教學期間並蒐集學生的學習紀錄來進一步探討學生的學習狀況。結果發現,在科學櫪念理解方面,實施以問題為中心合髼學習教學組的學童,皆較實施一般教學的控制組學童有正向的表現,而在科學相關態度及問題解決能力兩方面,雖然前測經驗可能會影響學童後測的表現,不過,實施以問題為中心的合作學習教學組的學童皆較實施一般教學控制組學童有正向的表現;再者,在科學相關態度部皆,前測經驗則與教學的實驗處理產生了交互作用。而在對個然科教學的態度問卷方面,經由單因子變異數分析發現,實驗組的學童在對個然科教學的態度這一個向度上,明顯表現出比控制組的學童有較正向的現象,兩者之間具顯著差異。 |
英文摘要 | The purposes of this study were as follows: (1)to investigate the influences of different teaching methods (problem-based and cooperative learning vs. traditional) on science concept comprehension, science-related attitude, and problem solving ability. (2)to investigate the relationship between teaching methods and the reasoning skill of students. (3,4)to investigate the children’s attitude toward problem-based and cooperative learning instruction for curriculum development in the future. The design of this research was a quasi-experiment with Solomon four-group design. The subjects in this study were the fifth graders at an Elementary School in Taipei. The research tools utilized in the study were “Science Concept Comprehension Test (SCCT), Science-related Attitudes Scale (SRAS), Problem Solving Ability Test (PSAT) and Questionnaire on the Attitude toward Science Teaching (QAST)”. The data of SCCT, SARAS, and PAST collected form pretest and posttest were analyzed by two-way ANOVA. Responses from the QAST were analyzed by ANOVA. The results of Science Concept comprehension were as follows: there were significant differences in science concepts, the problem-based and cooperative showed that: there was remarkable distinction between two different teaching methods, the problem-based and cooperative learning group obtained higher score than those the traditional group did. As to the Attitude toward Science Teaching, the results were as follows: the problem0-based and cooperative learning group showed positive attitudes from overall responses of the test. However, the students with a larger proportion in the problem-based and cooperative learning groups possess highly positive attitude while the ones in traditional group possessed lower positive attitude. Therefore, enhancing the science applied in the course of Science does promote the students’ learning interests and attitude and was very helpful to their study of Science. |
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