目標導向動物園戶外教學對學生動物概念學習成效之影響
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Date
2012
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Abstract
本研究旨在探討以目標導向戶外參觀模式進行動物園參觀，對學生台灣野生動物概念學習成效的影響。研究採準實驗設計，研究對象為台北市某國小兩班四年級學童，共52名。依研究設計分為實驗組（目標導向動物園戶外參觀）和對照組（單純動物園戶外參觀）。本研究以自編的「動物概念認知測驗」為測量工具，分別在動物園參觀前、後和一個月後施測。為了能有效地結合學校科學課程，研究者設計一節台灣野生動物概念教學，由合作教師在動物園參觀前實施。實驗組學生在動物園參觀期間以「目標導向參觀學習單」進行目標導向的動物園參觀活動，對照組則是單純的進行動物園參觀。
最後研究結果由共變數分析和質性分析顯示：
1.目標導向動物園戶外參觀對學生台灣野生動物概念整體學習成效無顯著差異，但在「記憶」與「事實」認知向度的知識，顯著優於單純動物園戶外參觀的學生。
2.目標導向動物園戶外參觀有助於學生對「動物特徵」的具體描述，但對台灣野生動物名稱、生活環境的瞭解無明顯幫助，對生存適應的推理性敘述亦無明顯幫助
The study was aimed to explore the effect of applying goal-oriented field trip model with zoo visits on students’ concepts of wildlife in Taiwan. The study applied quasi-experimental design. The participants were two 4th grade classes of an elementary school in Taipei (n = 52). One of the classes took a goal-oriented field trip to a zoo and another one took conventional teaching model of a field trip to a zoo. The researcher designed a course about wildlife in Taiwan in order to effectively connected school science courses, and was taught by the cooperative teacher before zoo visits. The students in the treatment group used “goal-oriented visiting worksheet” during zoo visits, and those in the conventional group did not use any worksheet during the trip. A cognitive test of zoological concepts was developed by the researcher to determine the effectiveness of the two teaching models. The cognitive test was given before and after zoo visits, and again one month later to measure retention. The test data were analyzed with ANCOVA. Combined with results from qualitative analysis of student worksheets, it is concluded that: 1.Taking a goal-oriented field trip to a zoo has no significant difference for students on learning concepts of wildlife in Taiwan. However, the students score significantly higher than their peers in the conventional group on sub-categories of “memory” and “factual knowledge”. 2.Taking a goal-oriented field trip to a zoo is beneficial for students to describe moer details of the animal features, but there are no significant benefit for students to understand the name of wildlife in Taiwan, and their habitat and adaptation to survive.
The study was aimed to explore the effect of applying goal-oriented field trip model with zoo visits on students’ concepts of wildlife in Taiwan. The study applied quasi-experimental design. The participants were two 4th grade classes of an elementary school in Taipei (n = 52). One of the classes took a goal-oriented field trip to a zoo and another one took conventional teaching model of a field trip to a zoo. The researcher designed a course about wildlife in Taiwan in order to effectively connected school science courses, and was taught by the cooperative teacher before zoo visits. The students in the treatment group used “goal-oriented visiting worksheet” during zoo visits, and those in the conventional group did not use any worksheet during the trip. A cognitive test of zoological concepts was developed by the researcher to determine the effectiveness of the two teaching models. The cognitive test was given before and after zoo visits, and again one month later to measure retention. The test data were analyzed with ANCOVA. Combined with results from qualitative analysis of student worksheets, it is concluded that: 1.Taking a goal-oriented field trip to a zoo has no significant difference for students on learning concepts of wildlife in Taiwan. However, the students score significantly higher than their peers in the conventional group on sub-categories of “memory” and “factual knowledge”. 2.Taking a goal-oriented field trip to a zoo is beneficial for students to describe moer details of the animal features, but there are no significant benefit for students to understand the name of wildlife in Taiwan, and their habitat and adaptation to survive.
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Keywords
目標導向, 動物園戶外參觀, 動物概念, 學習成效, goal-based scenario, field trip, zoological concepts, learning effectiveness