結合POE與合作學習法對國三學生學習電流的化學效應之研究

Abstract

POE教學策略是預測（predict）、觀察、（observe）、解釋（explain），由White＆Gunstone（1992）提出的一種教學程序，可以在教學時引發學生的想法與探索學習單元有關的知識，而先前的知識會影響他們對學習的觀察與解釋。 合作學習（Cooperative Learning）是一種小組學習，讓每位學生透過分工、小組成員互動過程中相互學習的所謂累積智慧 (Collective Interigence)的教學方法。此種方法可促進學習者的成就與正向的人際關係。進行合作學習活動需兼顧五項基本要素：建立積極的相互依賴關係、促進面對面的互動、強調個人績效責任、教導合作技巧、進行團體反省歷程。 本研究目的在於探討九年一貫自然科課程中電流的化學效應，以POE教學策略結合合作學習法之學習情形與成效。研究樣本為桃園縣93學年度某國中三年級學生，由研究者授課之班級中選取兩個班級，一班為實驗組，實施結合POE與合作學習法進行教學，另一班為控制組，則實施傳統講述與實驗課一般分組學習法進行教學。 實驗研究採質與量的研究法，質的方面以學習單、單元學習心得、訪談、教學心得日誌等質性資料作為研究工具，對實驗組蒐集質性的資料，進行歸納、分析、比較；量的方面以準實驗設計研究法，以研究者編製的「電流的化學效應成就測驗」、「自然科學習態度量表」，比較兩組學生學習電流的化學效應的學習成就、學習態度、學習方法的差異。 研究結果發現： 一、在學習的過程，實驗組的同學有較多的互動機會，也能提高學習的注意力，大多數的同學對這種小組共同參與累積智慧的方式上課很喜歡。要注意的是在小組討論有離題時應即時提醒，互動不佳的組員應給予調整。以小組競賽的方式，可提高合作學習的成效。 二、在電流的化學效應成就測驗，實驗組與控制組經過教學後，後測成績皆高於前測，經t檢定後達顯著差異，表示兩組經過教學後成績都有進步。兩組皆以前測成績為共變數，兩組不同「教學法」與將學生分成「高、低成就」為自變項，以後測成績為依變項，對後測成績進行雙因子共變數檢定，發現未有交互作用，於是進行單因子主要效果的事後比較，即對單因子主要效果檢定，F值達顯著，進行平均數調整後分析，發現兩組高成就學生的學習成效優於低成就學生（F＝26.411，P＝.000）；實驗組的學習成效優於於控制組（F＝6.484，P＝.013），可能原因是實驗組的互動多於控制組，以致在單元成就測驗的表現有差異。 三、實施三個單元教學活動後，學生在對自然科學的態度量表中「學習態度」向度的表現，經t檢定後未達顯著差異，即實驗組與控制組的「學習態度」表現，在教學前後沒有顯著的差別，可能的原因學生仍以過去的方式學習，且短時間無法影響學生的學習態度。在「學習方法」向度的表現，經雙因子共變數檢定，發現未有交互作用，進行單因子主要效果的事後比較，發現實驗組整體的表現較控制組佳（F＝7.946，P＝.006），原因可能是同學有較多的互動，增進彼此的學習，互相較多的討論，提供了較多的學習機會，提高了個人的學習成效並達成團體的目標。 最後，根據研究的結果，對結合POE與合作學習法的實施方式、組員的互動、任務的調整、實施前的練習、計分的方式及未來的研究，提供建議。

The POE strategy is the Predict-Observe-Explain sequence which is both a probe to expose students' prior knowledge and a teaching strategy (Gunstone, 1992). Students' prior knowledge and beliefs can affect their observations and interpretations of new learning. Cooperative learning is the instructional use of small groups so that student work together to maximize so called “Collective Intelligence” (CI) of their own and each other's learning. Cooperative learning produces higher achievement, more positive relationships among students. To be cooperative, a group must have clear positive interdependence, members must promote each other's learning and success face to face, hold each other personally and individually accountable to do his or her fair share of the work, use appropriately the interpersonal and small-group skills needed for cooperative efforts to be successful, and process as a group how effectively members are working together. These five essential components must be present for small-group learning to be truly cooperative. The purpose of the study was to identify the learning condition and achievements of electric current chemical effect with combine the POE strategy with cooperative learning in nature curriculum .The study samples are the third year of junior high school (grade 9) students in Tao-Yuan county .We chose one class to be set the experimental group practicing combine the POE strategy with cooperative learning. Another class was set as the control group practicing ordinary group learning. During the research process, quantitative and qualitative methods are adopted by this study. Qualitative data includes students' learning reports, the records of the talks with students, the researcher's diary and interview transcription from the experimental group. Quantitative data includes questionnaire of attitudes toward science, achievements test of electric current chemical effect from the study samples. The result shows： 1.In learning process﹐the students in the experimental group have more interactive chances and enhance students, attention. Most students enjoy working together for acquiring Collective Intelligence. Team competitions are the effective ways of increasing the achievement of cooperative learning. 2. Either the experimental group or the control group is practiced﹐a significant increase in the achievements of electric current chemical effect can be observed in students. There was no obvious parallel interaction between teaching methods and the academic achievements. In the main effect analysis, the students with high academic achievement is better than the students with low academic achievement（F＝26.411，P＝.000）, the experimental group is better than the control group（F＝6.484，P＝.013）. Maybe more chances for interactions is learning effect in the experimental group. 3. In learning attitudes, there exists no significant difference with t-test in different teaching methods. In learning methods, there was no obvious interaction between teaching methods and the academic achievements. In the main effect analysis, the experimental group is better than the control group（F＝7.946，P＝.006）. According to the finding of this study, commendations about the process in this study, science teaching and researches in the future were purposed.