「探究式教學」對「學習環境偏好」及「學習」之影響─以溫度與熱單元為例

Abstract

本研究目的在探討「探究式教學」對學生「學習環境偏好」及「學習」之影響。本研究試圖瞭解學生的學習環境偏好、探討學習偏好是否會改變、探究式教學是否符合學生學習環境偏好、學習環境偏好若與學習環境相符是否有助於學習，最後探討探究式教學是否有助於學習。 本研究採準實驗研究法，對象為花蓮縣光復鄉某縣立國民中學國二學生，該校學生接近70%為原住民學生。研究於現行的自然與生活科技課程中「溫度與熱」單元進行準實驗教學，分為進行「探究式教學」的實驗組與進行「傳統式教學」的對照組，最後收集學生「自然科學習環境量表」、「自然科學習態度量表」及「自然科段考成績」進行相關資料分析。 經由研究後，結果顯示：(1) 學生的「學生中心」學習環境偏好增加，且實驗組顯著高於對照組；「教師中心」學習環境偏好減少，且實驗組減少程度達顯著。(2) 實驗組學生在「自然科學習態度」、「學習自然科的興趣」及「自然科學價值的信念」上明顯提升，且在「自然科學習態度」及「學習自然科的興趣」上顯著高於對照組。而實驗組「自然科段考成績」進步，對照組則退步。(3) 「理想與實際距離」與「自然科學習態度」、「學習自然科的信心」、「學習自然科的興趣」及「自然科段考成績」成高度負相關。(4)學生學習環境偏好為「學生教師中心」，且與「探究式教學」學習環境相符。根據研究結果，本研究提出下列幾點建議：(1) 教學上，適時並適度的使用「學生中心」學習環境教學，有助於學生學習。(2) 學生的「學習環境偏好」與「學習環境」越符合，則有助於提升學生的學習態度與學習成效。(3) 「探究式教學」符合學生的學習環境偏好，可適時適度使用。(4) 未來可朝向大樣本及長時間的研究，與本研究結果進行對照。

The study aims to examine the influences of the inquiry-based teaching on senior high students' preferred learning environment and science learning outcomes.The researcher designed 「Inquiry-based teaching」 instructions which was based on inquiry experiments .There were four eighth-grade homogeneous classes that were sampled to be the subjects.Two of them were assigned to be the experimental group that received 「Inquiry-based teaching」 instructions while the other two classes were control group that received 「Traditional teaching」 instructions.Data collection instruments includes：(1) The Science Classroom Learning Environment Inventory (2)Learning Attitude in Science Learning that including confidence,interest and belief sub-instrument(3)The test of Science Achievement.The statistical methods were analyzed to test their significant.The resaults have shown that (1)the preferred student-centered subscale significantly rised and the experiment group had significant better than control group；the preferred teacher-centered subscale decreased and the experiment group decreased significantly(2) experiment group's learning attitude in science learning,confidence and belief rised significantly,and were significantly better than control group on learning attitude in science learning and interest subscale.The test of science achievement revealed that the achievements of experiment group progressed but the achievements of control group decreased(3)the distance of preferred and perceived is high negativelly related to the Learning Attitude in Science Learning, confidence,interest and Science Achievement(4)Students preferred student-centered and teacher-centered learning environment that was matched the inquiry-based teaching learning environment. The suggestion of this study is that inquiry-based teaching is matched of the preferred learning environment of students and can improve the attitude and achievements of science.So timely using inquiry-based teaching could be the modification of our science course.