應用5E學習環於水資源教學之研究-以虎山國小為例
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2015
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Abstract
本研究欲探討國小學生利用「5E學習環」教學模式，在水資源課程教學中，觀察學生的水資源知識與態度的學習成效、改變歷程。研究對象為虎山國小四年級學生，共25人。以質性為主，量性資料為輔，本研究工具包含了學習單、學習成就評量問卷，利用學習成就評量問卷來檢測驗水資源知識、態度的學習成效，並以學習單、課堂觀察來分析學生「5E學習環」各階段的表現，藉此說明在國小階段的水資源教育利用「5E學習環」教學模式來授課效果良好的，或許有更多的國小學校能以「5E學習環」教學模式來規畫課程，提升水資源的知識，逐步培養出對環境負責任的態度，在未來的學習上，能夠有所幫助，以培育出能符合環境教育目標的公民，本研究結論如下：
一、應用「5E學習環」教學模式的水資源教學活動，有助於提升學生在水資 源知 識的學習成效。
二、應用「5E學習環」教學模式的水資源教學活動，有助於提升學生在水資源態度的學習成效。
三、學生於「5E學習環」的參與、探索、解釋、精緻化、評量階段中的表現，皆能達成階段性目標，有助於增強學生的學習效果。
依據本研究結論，分別提出以下建議：
一、建議更多研究者針對不同的班級學生或水資源教學活動運用「5E學習環」教學模式，進行更深入的探討。
二、運用學習環教學模式須花費較多的時間準備，不然可能不易進行。
三、教師須對學生有所了解，並能掌控班級秩序的技巧，避免學生因為在遊戲中學習，而本末倒置的降低學習成效。
This study is aimed to explore how the learning outcomes within a strategy of “5E learning cycle” teaching model that related with water resource, and also observe the changing of knowledge and attitudes through the “5E learning cycle” teaching model. The subjects of this study were 25 forth-graders from Hu Shan Elementary School, based on qualitative and assisted by quantitative methodologies. The tools of this research include assignments and questionnaires, which can find out the learning outcomes of knowledge and attitude of water resource. By these tools, we can know about the changing of behavior of primary students about water resource through “5E learning cycle”. Moreover, if there is more elementary schools plan their courses through "5E learning cycle" teaching model, it might help to breed citizens that can meet the goal of environmental education. The study conclusions are as follows： 1. Applications "5E learning cycle" teaching model teaching activities of water, contribute to improve students' knowledge of water resources in academic achievement. 2. Applications "5E learning cycle" teaching model teaching activities of water, contribute to improve students' knowledge of water resources in academic achievement. 3. Students in the "5E learning cycle" of participation, exploration, interpretation, refined, and assessments of the stage, able to reach milestones, helps to enhance the students' learning.
This study is aimed to explore how the learning outcomes within a strategy of “5E learning cycle” teaching model that related with water resource, and also observe the changing of knowledge and attitudes through the “5E learning cycle” teaching model. The subjects of this study were 25 forth-graders from Hu Shan Elementary School, based on qualitative and assisted by quantitative methodologies. The tools of this research include assignments and questionnaires, which can find out the learning outcomes of knowledge and attitude of water resource. By these tools, we can know about the changing of behavior of primary students about water resource through “5E learning cycle”. Moreover, if there is more elementary schools plan their courses through "5E learning cycle" teaching model, it might help to breed citizens that can meet the goal of environmental education. The study conclusions are as follows： 1. Applications "5E learning cycle" teaching model teaching activities of water, contribute to improve students' knowledge of water resources in academic achievement. 2. Applications "5E learning cycle" teaching model teaching activities of water, contribute to improve students' knowledge of water resources in academic achievement. 3. Students in the "5E learning cycle" of participation, exploration, interpretation, refined, and assessments of the stage, able to reach milestones, helps to enhance the students' learning.
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水資源教學, 5E學習環, 探究式教學, Water education, 5E Learning cycle, Inquiry teaching