自然科學課程與實驗中學教育結合之學生學習成效研究

Abstract

本研究旨在探討實驗教育理念下，將「未來力教育」融入自然科學課程，對學生學習成效與學習興趣的影響。以基隆市一所實驗教育國中的七至九年級學生為實驗組，共計114人，並以另一所未實施實驗教育之國中七至九年級學生各年級各一班為對照組，共計64人，進行教學差異及學生學習歷程研究。此研究為期四週，共12節課，並以學習狀況與興趣問卷及閱讀思考學習單，來評估學生在學習表現與學習態度上的變化。研究結果顯示，實驗組學生在自然科學學習的成效與興趣皆有顯著提升，特別是在「學習力」及「探索力」方面進步最為明顯；此外，透過每週的科學閱讀文章培養，發現學生對於科學文章的閱讀意願與理解能力亦有所增強。在學習策略方面，心智圖的運用協助學生掌握重點與提升思考能力，也強化了其主動探究與實踐力。對照組學生則在同期間內並未呈現顯著成長，甚至在部分學習態度與策略上呈現持平或下降趨勢。綜合所述，「未來力教育」五力（學習力、表達力、探索力、情緒力、實踐力）融入自然科學課程後，能有效提升學生整體的自然科學素養與學習動機，對自然科學教育實施具有實質參考價值，亦有助於回應新課綱強調核心素養之教學導向，供未來於實驗教育中學任教之教師與研究者在教學方面的參考依據。This study aims to explore the impact of integrating the concept of “Future Competency Education” into science curriculum under the framework of experimental education, focusing on students’ learning outcomes and interests. The participants consisted of 114 students from an experimental junior high school in Keelung City (grades 7 to 9) as the experimental group, and 64 students from a non-experimental junior high school (one class from each grade) as the control group. The intervention lasted four weeks, totaling 12 lessons. Students’ learning performance and attitudes were assessed through pre- and post-instruction questionnaires on learning status and interest, as well as weekly reading reflection worksheets.The results revealed that students in the experimental group showed significant improvement in both learning outcomes and interest in science, particularly in the areas of"learning power" and "exploratory power." Weekly scientific reading activities also enhanced students’ willingness and ability to read and comprehend scientific texts. Furthermore, the use of mind maps helped students better grasp key concepts and strengthen their critical thinking and active inquiry skills. In contrast, the control group showed limited or no significant growth, with some indicators remaining flat or even declining. In summary, the integration of the five core competencies of Future Competency Education—learning power, expressive power, exploratory power, emotional power, and practical power—into the science curriculum effectively enhanced students’ scientific literacy and motivation. The findings provide practical insights for the implementation of science education in line with Taiwan's new curriculum guidelines and serve as a valuable reference for educators and researchers engaged in experimental education.