專題導向問題學習策略於輪型機器人教學之成效分析
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2010
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Abstract
專題導向問題學習策略(Project-Oriented and Problem-Based Learning, POPBL )為一種新的教學法，雖然國外已有部份研究，但在我國尚未有此一方法之相關研究。故此，本研究旨在探討專題導向問題解決學習策略對於大學「輪型機器人設計與通訊」之學習成效與學習滿意度。研究進行十五週的POPBL式實驗教學。
本研究實驗樣本採單一組實驗設計，共25名學生為抽樣對象進行機器人設計實驗研究，分九組進行POPBL教學。其中六週為機器人教學課程，並施予學前及學後測驗；經過六週的學習再進行四週的專題實作及三週的專題競賽；另有一週請廠商講授機器人新知，最後一週進行教學滿意度調查。
經教學實驗與統計分析後發現專題導向問題解決學習策略的實施，可獲得以下結果：
1. POPBL機器人教學對於學習者的學習成效提升狀況有顯著差異。
2. 學習者對於POPBL式的機器人教學滿意度達到顯著水準。
3. 以競賽情境為專題導向有助於提升學生學習動機與技術提升。
Project-Oriented and Problem-Based Learning is an innovative teaching method in some industrialized countries, but it does not have any research related to this project in Taiwan. Therefore, the purpose of this study is to investigate the effectiveness and satisfaction of “Wheeled Robot Design and Communication” with Project Oriented and Problem Based Learning (POPBL) strategy. The experiment was implemented using single-group experimental designs with twenty five students divided into nine small groups for POPBL instruction. Among the whole 15 weeks of experimental instruction, six weeks were used for studying robot system and circuit, the pretest and posttest were used to every student in each class time. One week was allotted for engineer demonstration. Then four weeks were used for robot design and three weeks for competition. Finally, the satisfaction questionnaire survey was conducted. The effectiveness of POPBL instruction was found as the following after statistic analysis: 1. POPBL instruction for robot learning can enhance students’ achievement. 2. Learners are highly satisfied with POPBL robot teaching. 3. The competition method of technological instruction can strengthen student motivation of learning and skill level.
Project-Oriented and Problem-Based Learning is an innovative teaching method in some industrialized countries, but it does not have any research related to this project in Taiwan. Therefore, the purpose of this study is to investigate the effectiveness and satisfaction of “Wheeled Robot Design and Communication” with Project Oriented and Problem Based Learning (POPBL) strategy. The experiment was implemented using single-group experimental designs with twenty five students divided into nine small groups for POPBL instruction. Among the whole 15 weeks of experimental instruction, six weeks were used for studying robot system and circuit, the pretest and posttest were used to every student in each class time. One week was allotted for engineer demonstration. Then four weeks were used for robot design and three weeks for competition. Finally, the satisfaction questionnaire survey was conducted. The effectiveness of POPBL instruction was found as the following after statistic analysis: 1. POPBL instruction for robot learning can enhance students’ achievement. 2. Learners are highly satisfied with POPBL robot teaching. 3. The competition method of technological instruction can strengthen student motivation of learning and skill level.
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專題導向問題學習策略, 機器人教學, 教學成效, 滿意度, S-P學生問題表, Project Oriented and Problem Based Learning (POPBL), robot instruction, instruction effectiveness, satisfaction, S-P table