樂高設計教學影響國小學生科技學習成效之實驗研究

Abstract

本研究旨在探討樂高設計教學方案的可行性，及其應用在國小自然與生活科技領域課程中對科技學習成效的影響。本研究採取準實驗研究法，研究對象取自桃園市某國小四年級四個班級計118 名學生，實驗採所羅門四組準實驗設計，四個班級分成二班實驗組與二班控制組。實驗組學生接受樂高設計教學，控制組學生則接受一般傳統教學。經過十週（30 節）不同的教學處理後，比較兩組學生在科技學習成效（學習成就表現、問題解決態度、科技實作與創造力）與學習動機的差異情形。 研究結果發現：(一)發展適用於國小科技教育的樂高設計教學課程具有良好可行性。(二)樂高設計教學組學生在學習成就測驗表現優於一般傳統教學組的學生。(三)樂高設計教學組學生在創造性思考活動中的獨創力與流暢力表現比一般傳統教學組的學生為佳。(四)樂高設計教學組學生在問題解決態度上顯著高於一般傳統教學組學生。(五)樂高設計教學組學生在科技實作表現上較一般傳統教學組的學生較佳。(六)樂高設計教學組學生較一般傳統教學組的學生在內在動機上有較好的表現。The purposes of this study, were to assess the effectiveness of LEGO design teaching programs on technological learning at the elementary school level. Solomon four-group design was used in the study. The samples were 4 classes. Two classes were randomly assigned to experimental groups and two classes were randomly assigned to control groups. The samples from Taoyuan elementary school grade 4 in four classes total 118 students. Experimental group received “LEGO design teaching programs”,control group students received “Traditional teaching programs”. After conducting 30 lessons (ten weeks) of experimental period, t-test、ANCOVA and two-way ANOVA were applied to analyze the technological learning effectiveness, creative thinking, problem-solving attitude,technology hands-on activity performance and learning motivation. The major findings are as follows: 1. LEGO design teaching programs group got higher learning achievement test score than traditional teaching programs group. 2. LEGO design teaching programs than traditional teaching programs can enhance students' creative thinking abilities in the originality and fluency. 3. LEGO design teaching programs than traditional teaching programs can improve students' problem-solving attitude. 4. LEGO design teaching programs group than traditional teaching programs group, the technology hands-on activity performance has significant differences. 5. LEGO design teaching programs group than traditional teaching programs group, the intrinsically motivation has significant differences.