POEC教學策略對八年級學生在水溶液單元之學習成效研究
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2016
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Abstract
本研究旨在探討POEC（Prediction – Observation – Explanation – Conclusion）教學模式，對國中八年級自然科「水溶液」單元學習成效的影響，以及實驗組學生接受結合POEC教學策略課程後的感受情形。本研究採準實驗研究法，研究對象為研究者任教學校之四個八年級班級，其中兩個班為實驗組，以結合POEC教學策略的模式進行教學；另外兩班為對照組，以傳統講述式教學法教學。教學單元為國中八年級上學期理化科第二章的水溶液單元。分別實施前測後進行教學活動，而後實施後測，再經過兩個月後實施延宕後測。由前測、後測、延宕後測結果，以SPSS軟體分析學習成效。
研究結果發現：一、兩種教學策略皆可以達到學習成效，其中實驗組的進步分比對照組顯著，顯示採用POEC教學策略較傳統講述法有較佳的學習成效。二、對於不同學習成就之學生，POEC教學策略皆可達到學習成效，其中以低分組學生進步的幅度最大。三、大部分的學生對於結合POEC教學策略的教學模式，抱持正面肯定的態度，且透過POEC教學策略可以提升學生的學習動機。
The purpose of this study is to explore the influence of the teaching strategy of POEC(Prediction – Observation – Explanation – Conclusion) for the unit “Aqueous solution “ on eight graders’ learning effects, and the attitude of students in the experimental group toward this teaching model. The quasi-experimental method was adopted, with subjects comprising four classes of eighth graders in the junior high school where the researcher teaches. Two classes are used as the experimental group, undergoing the POEC teaching strategy, while the other two classes is designated as the control group with the traditional teaching method. The teaching unit is Unit Two “Aqueous solution” of the physics-chemistry course for the first semester of the eighth grade in junior high school. Both pre-test and post-test were provided before and after different teaching methods of POEC and tranditional method of two groups. Moreover, after two months, a delayed post-test was accomplished. The result can be seen through the analysis of SPSS. The results show that both method can achieve the teaching goal, but the progress in the experimental group is better than the control group; that is, students who use POEC teaching strategies have better learning effectiveness than the ones who use traditional methods. As for students of different levels, POEC teaching strategy can achieve the teaching goal, especially the low scores group. Most of the students hold a positive attitude with the POEC teaching strategies, and enhance their motivation while learning through POEC teaching strategy.
The purpose of this study is to explore the influence of the teaching strategy of POEC(Prediction – Observation – Explanation – Conclusion) for the unit “Aqueous solution “ on eight graders’ learning effects, and the attitude of students in the experimental group toward this teaching model. The quasi-experimental method was adopted, with subjects comprising four classes of eighth graders in the junior high school where the researcher teaches. Two classes are used as the experimental group, undergoing the POEC teaching strategy, while the other two classes is designated as the control group with the traditional teaching method. The teaching unit is Unit Two “Aqueous solution” of the physics-chemistry course for the first semester of the eighth grade in junior high school. Both pre-test and post-test were provided before and after different teaching methods of POEC and tranditional method of two groups. Moreover, after two months, a delayed post-test was accomplished. The result can be seen through the analysis of SPSS. The results show that both method can achieve the teaching goal, but the progress in the experimental group is better than the control group; that is, students who use POEC teaching strategies have better learning effectiveness than the ones who use traditional methods. As for students of different levels, POEC teaching strategy can achieve the teaching goal, especially the low scores group. Most of the students hold a positive attitude with the POEC teaching strategies, and enhance their motivation while learning through POEC teaching strategy.
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POEC教學策略, 水溶液, POEC teaching strategy, Aqueous solution