國中生之經驗學習歷程與科技問題解決能力之關係

Abstract

科技問題解決能力是未來關鍵性的能力之一，應多加重視並透過課程安排來培養；而學校課程與學生的學習經驗息息相關，若從學習經驗的角度來探討科技問題解決能力，相信對未來教學上的安排有相當的助益。因此，本研究目的在探討學生在經驗學習歷程的表現，與科技問題解決能力表現之間的相關性。經驗學習歷程是以Kolb經驗學習理論為基礎，包含具體經驗、省思觀察、抽象概念與主動實驗，研究工具為「經驗學習歷程量表」；科技問題解決能力從方法、品質與態度三方面評量，研究工具為自編量表，分別為「科技問題解決方法測驗」、「科技問題解決品質測驗」與「科技問題解決態度量表」。研究對象為台北地區的國中生共211人，為立意取樣。研究結果發現：(1)國中生在經驗學習歷程表現偏向抽象概念與主動實驗；(2)國中生普遍皆能將問題解決，但是較不重視結構的製作；(3)本研究所測得的科技問題解決品質與科技問題解決態度呈現正相關；(4)抽象概念表現強的學生在作品獨特性表現較好；主動實驗表現強的學生在科技問題解決品質整體的表現明顯優秀。建議教師在未來教學上，應加強演講與文獻資料方式培養抽象概念；透過小組性的問題解決活動來強化具體實驗的能力，間接地提升國中生之科技問題解決品質能力與態度。The ability of technological problem solving is very important in the future. The purpose of this study was to discuss the relationship of processes of experiential learning and students’ abilities of technological problem solving. Kolb’s Learning Style Inventory was revised to collected data of students’ experiential learning styles. An assessing package of technological problem solving abilities was developed by the researcher from three perspectives of methods, qualities, and attitudes of technological problem solving abilities. There were 211 junior high school students included in this study in Taipei. The findings indicated that (1) The majority of participant students had tendencies to Abstract Conceptualization, and Active Experimentation. (2) Basically, participant students usually could solve the technological problem, but their works were not well-structured. (3) The quality of technological problems solving abilities was positively correlated to the attitude of technological problems solving abilities. (4) Those participant students with more tendencies of Abstract Conceptualization made products more creatively. Based on findings in this study, implications and suggestions of instruction strategies were discussed as well.