STS教學對培養八年級學生問題解決能力之研究-以「有機化合物」、「節能省電」模組為例
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2009
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摘要
STS (Science , Technology& Society) 教學強調以學生感興趣的生活問題或社會議題爲中心，進而培養解決相關社會議題的能力。本研究藉由 STS 教學模組的設計與教學，結合「問題解決測驗」來探討 STS 教學對於八年級學生問題解決能力的影響。本研究之對象為台北縣立某國中八年級之學生，兩班各34人。
研究結果如下：
1、在 STS 教學活動後，學生的科學概念層面有明顯成長。通過「有機化合物」模組教學的學生其科學概念前、後測分數差異達25.58分；通過「節能省電」模組教學的學生其科學概念前、後測分數差異達44.41 分。針對平均值差異進行t檢定，結果發現均達顯著水準 (p<0.001)，說明模組活動對學生科學概念層面的確有影響。
2 、在 STS 教學活動後，學生在問題解決測驗總分有明顯成長。通過「有機化合物」模組教學的學生其問題解決能力測驗前、後測總分差異達 11.88 分 ; 通過「節能省電」模組教學的學生其問題解決測驗前、後測總分差異達達 11.03 分，針對平均值差異進行 t檢定，結果發現均達顯著水準 (p<0.001)，說明模組教學活動對學生問題解決能力的確有影響。
3 、對於問題解決測驗的變通性、有效性、解決方法、界定原因、預防問題分測驗分析：
「有機化合物」、「節能省電」模組教學在變通性、有效性、解決方法、界定原因、預防問題分測驗中分別針對平均值差異進行 t 檢定，結果發現均達顯著水準(p<0.001)。說明模組活動對學生在遇到問題時的變通性、有效性、解決方法、界定原因、預防問題各方面均有影響。
4 、經過「有機化合物」、「節能省電」模組教學之後，大部分學生對此次教學活動抱持正面態度，包括認為多元化的教學方式可以增加學習興趣、幫助解決問題，認為模組教學比傳統教學要好。
STS (Science, Technology& Society) teaching develops students’ ability of solving social issues by focusing on life or social topics which interested students. This study integrated STS teaching modules with the “Test of Problem-Solving ” to explore the influence of STS teaching on the problem-solving ability of 8th-grade students. Research targets of this study are 8th- grade students of a junior high school in Taipei County. The research results were as follows: 1. Students’ concepts about science grew significantlyafter STS teaching. With the help of “organic compounds” teaching module, the difference between students’ pretest and posttest marks about science was as many as 25.58. Through “energy conservation” teaching module, the difference between students’ pretest and posttest marks about science was as many as 44.41. After examining average differences with t-test, the study discovered both achieve significance (p<0.001), proving that module teaching did influence students’ concepts about science. 2. After STS teaching, students’overall marks of the test of problem-solving increase considerably. With the help of “organic compounds” teaching module, the difference between students’overall pretest and posttest marks was as many as 11.88. Through “energy conservation” teaching module, the difference between students’ overall pretest and posttest marks was as many as 11.03. After examining average differences with t-test, the study discovers both achieve significance (p<0.001), proving that module teaching did influence students’ problem-solving ability. 3. Analyses about sub-tests of flexibility, effectiveness, solutions, cause identification, and problem prevention: “Organic compounds” and “energy conservation” teaching modules used t-test to examine average differences of flexibility, effectiveness, solutions, cause identification, and problem prevention respectively; it was discovered that all achieve significance (p<0.001). The result proved that module teaching did influence students’ flexibility, effectiveness, solutions, cause identification ability, and problem prevention ability. 4. Most of the students held a positive attitude towards STS teaching. They believed diverse teaching increased learning interests and facilitated problem-solving procedure. They believed module teaching is better than conventional teaching.
STS (Science, Technology& Society) teaching develops students’ ability of solving social issues by focusing on life or social topics which interested students. This study integrated STS teaching modules with the “Test of Problem-Solving ” to explore the influence of STS teaching on the problem-solving ability of 8th-grade students. Research targets of this study are 8th- grade students of a junior high school in Taipei County. The research results were as follows: 1. Students’ concepts about science grew significantlyafter STS teaching. With the help of “organic compounds” teaching module, the difference between students’ pretest and posttest marks about science was as many as 25.58. Through “energy conservation” teaching module, the difference between students’ pretest and posttest marks about science was as many as 44.41. After examining average differences with t-test, the study discovered both achieve significance (p<0.001), proving that module teaching did influence students’ concepts about science. 2. After STS teaching, students’overall marks of the test of problem-solving increase considerably. With the help of “organic compounds” teaching module, the difference between students’overall pretest and posttest marks was as many as 11.88. Through “energy conservation” teaching module, the difference between students’ overall pretest and posttest marks was as many as 11.03. After examining average differences with t-test, the study discovers both achieve significance (p<0.001), proving that module teaching did influence students’ problem-solving ability. 3. Analyses about sub-tests of flexibility, effectiveness, solutions, cause identification, and problem prevention: “Organic compounds” and “energy conservation” teaching modules used t-test to examine average differences of flexibility, effectiveness, solutions, cause identification, and problem prevention respectively; it was discovered that all achieve significance (p<0.001). The result proved that module teaching did influence students’ flexibility, effectiveness, solutions, cause identification ability, and problem prevention ability. 4. Most of the students held a positive attitude towards STS teaching. They believed diverse teaching increased learning interests and facilitated problem-solving procedure. They believed module teaching is better than conventional teaching.
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STS 模組, 有機化合物, 節能省電, 問題解決能力, STS module, organic compounds, energy conservation, problem-solving ability