我國問題導向學習對學生學習成效影響之後設分析
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Date
2010-01-01
Authors
廖遠光
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教育部九年一貫之課程理念特別強調國民教育階段的課程設計應以學生為 主體，以生活經驗為重心，培養現代國民所需的基本能力（教育部，2004）。因 此教學內容若能與日常生活經驗相結合，應可解決學生在生活中所面對的問題， 培養學生「帶得走」的能力。而源自於醫學教育的問題導向學習/問題本位學習 （Problem-Based Learning, PBL）係以學生自身問題為反思的起點，透過學習 者的主動學習，讓學習與實際生活體驗結合並拓展相關經驗，進而建構出多元的 問題解決能力。近十年來PBL因為能夠培養學生面對真實情境問題的能力，因此 逐漸由醫學教育擴展到法律、商業教育、行政管理、工程學院及高等教育的護理、 化學、物理、教育心理及教育行政等學科。美國中小學教師（K-12）也開始研究 將PBL應用於教學，結果顯示多數教師認為PBL能夠激發學生的學習興趣。 截至目前為止，國內外已累積大量的PBL 學習成效相關研究，研究者自國 內「中華民國期刊論文索引」搜尋，共發現128 篇論文，再自「博碩士論文索引」 搜尋，又發現93 篇論文，而國科會的歷年研究計畫亦發現有23 篇論文。若單就 實證研究來看，則三個索引資料庫總共也有超過102 篇的研究。然而，相關的研 究雖多，其實際成效如何卻仍無定論。且進一步比對後可發現研究設計或有差 異，如研究對象之學齡層級、樣本數、教學科目、教學持續時間、研究工具、分 組方式、互動歷程與情境等皆有所不同。基此，實有必要對過去國內的相關研究 再次進行有系統的整理及分析，一方面可整理出已進行過之研究主題和方向，作 為未來研究的指引，另一方面，更重要的是瞭解PBL 發展至今，累積了什麼樣 的結果？是否有哪些重要的研究變項被忽略？研究與實務間是否存有落差？研 究的方法是否正確？PBL 之成效如何？ 爰此，本研究擬以「後設分析法」（meta-analysis）針對國內有關PBL 之 學習成效的相關研究作一量化的統整，希冀對PBL 之學習成效獲致較明確的結 論。
Problem-based learning (PBL) has been an important research topic in medical education. Starting from 1970, many studies relating to PBL have been published in the USA. It gradually becomes a popular research topic in Taiwan since the announcement of Nine-year Curriculum Reform by the government of Taiwan in 2001. In a short period of time, more than 150 articles relating to PBL were published in Taiwan, in which about 102 were empirical research. With such a huge research literature, it is important to know what the effects of PBL on students’ achievement (e.g., content knowledge, higher-level thinking abilities, attitude toward learning, social skills, etc.). This study attempts to use Hedges and Oklins’ (1985) meta-analytic approach to synthesize current research regarding the effectiveness of PBL on students’ cognitive, affective, and social behavior outcomes in Taiwan. Furthermore, some moderators that may affect the effects of PBL on students’ achievement will be identified and analyzed. It is hoped that this synthesis will help to provide a clearer conclusion on this issue.
Problem-based learning (PBL) has been an important research topic in medical education. Starting from 1970, many studies relating to PBL have been published in the USA. It gradually becomes a popular research topic in Taiwan since the announcement of Nine-year Curriculum Reform by the government of Taiwan in 2001. In a short period of time, more than 150 articles relating to PBL were published in Taiwan, in which about 102 were empirical research. With such a huge research literature, it is important to know what the effects of PBL on students’ achievement (e.g., content knowledge, higher-level thinking abilities, attitude toward learning, social skills, etc.). This study attempts to use Hedges and Oklins’ (1985) meta-analytic approach to synthesize current research regarding the effectiveness of PBL on students’ cognitive, affective, and social behavior outcomes in Taiwan. Furthermore, some moderators that may affect the effects of PBL on students’ achievement will be identified and analyzed. It is hoped that this synthesis will help to provide a clearer conclusion on this issue.