我國ＳＴＳ教學模式對學生學習成效影響之後設分析
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2007
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Abstract
本研究採「後設分析法」（meta-analysis）探討STS教學模式對學生學習成效之影響，並進一步探討不同文件性質、樣本性質、研究方法及研究案性質的STS教學模式學習相關研究，其學生學習成效之差異。
本研究所採用的文獻來源主要有：國家圖書館期刊文獻資訊網、國家圖書館全國博碩士論文資訊網、國家科學委員會補助之研究計畫、學術研討會論文、相關研究報告所附之參考文獻。研究者將所蒐集到的STS教學模式相關實證研究進行篩選之後，符合本後設分析標準之研究報告，在認知學習部分計有27篇，16個變項；情意學習部分有10篇，15個變項；高層次思考能力學習部份有17篇，14個變項。經過登錄編碼、計算效果大小值（ES），以及統計分析等步驟後，得到研究結果如下：
一、認知學習成效
STS教學模式可以提升學生認知學習成效，其ES＝0.569，達中等正向成效。在分析的研究報告中，約有九成以上的研究支持STS教學模式的認知學習成效。
二、情意學習成效
STS教學模式可以提升學生情意學習成效，其ES＝0.599，達中等正向成效。在分析的研究報告中，約有九成以上的研究支持STS教學模式的情意學習成效。但由於篇數較少，其代表性較低。
三、高層次思考能力學習成效
分析的研究報告皆支持STS教學模式的高層次思考學習成效，其ES＝0.724，達中等正向成效。在所有的分析研究中，全部研究皆支持STS教學模式的高層次思考學習成效。
最後根據本研究之結果，提出教育應用與相關研究建議。
This study adopted meta-analysis to study how STS teaching approach affected students’ learning achievement. The references came from National Central Library Reference Service, NCL electronic theses and dissertations system, research plans sponsored by National Science Council, papers from seminars, and referenced attached to related studies. As for study materials, for cognitive outcomes, there were 27 studies and 16 variables. For affective outcomes, there were 10 studies and 15 variables. For high-level thinking outcomes, there were 17 studies and14 variables. The quantitative data of the collected studies were transformed into Effect Size (ES). The main findings of this study are summarized as follows: 1. Cognitive learning achievement STS teaching approach could enhance students’ cognitive learning achievement. Its ES was 0.569. About 90% of the studies supported the conclusion. 2. Affective learning achievement STS teaching approach could enhance students’ affective learning achievement. Its ES was 0.599. About 90% of the studies supported the conclusion. However, the insufficient samples may not be strongly representative of the conclusion. 3. High-level thinking learning achievement All researches supported that STS teaching approach had a good effect on High-level thinking learning achievement. Its ES was 0.724. It is hoped that the findings of this study could serve as reference to people concerned about education and to the educational authorities.
This study adopted meta-analysis to study how STS teaching approach affected students’ learning achievement. The references came from National Central Library Reference Service, NCL electronic theses and dissertations system, research plans sponsored by National Science Council, papers from seminars, and referenced attached to related studies. As for study materials, for cognitive outcomes, there were 27 studies and 16 variables. For affective outcomes, there were 10 studies and 15 variables. For high-level thinking outcomes, there were 17 studies and14 variables. The quantitative data of the collected studies were transformed into Effect Size (ES). The main findings of this study are summarized as follows: 1. Cognitive learning achievement STS teaching approach could enhance students’ cognitive learning achievement. Its ES was 0.569. About 90% of the studies supported the conclusion. 2. Affective learning achievement STS teaching approach could enhance students’ affective learning achievement. Its ES was 0.599. About 90% of the studies supported the conclusion. However, the insufficient samples may not be strongly representative of the conclusion. 3. High-level thinking learning achievement All researches supported that STS teaching approach had a good effect on High-level thinking learning achievement. Its ES was 0.724. It is hoped that the findings of this study could serve as reference to people concerned about education and to the educational authorities.
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STS教學模式, 學習成效, 後設分析, STS teaching approach, learning achievement, meta-analysis