討論教學策略融入古典遺傳教學對不同學習成就之學生學習成效的影響

Abstract

本研究旨在探討討論教學策略融入古典遺傳教學對不同學習成就學生之概念學習與科學學習動機的影響。研究以量化資料為主，質性資料為輔的混合方法設計。研究中以桃園市某所私立高中一年級兩個班的學生為研究對象，將兩班學生施以古典遺傳學概念前測，並依測驗成績將前27%定義為高成就學生，後27%定義為低成就學生。依學生學習成就進行異質性分組後實施討論教學，比較高、低學習成就學生在概念學習與科學學習動機上的差異。研究以古典遺傳學概念測驗與科學學習動機量表作為量化研究工具，課堂學習單與高、低學習成就學生之訪談進行質性分析。依據文獻探討與研究結果獲得以下結論：一、討論教學對兩班學生有顯著提升概念學習的效益，且對兩班及高、低成就學生的概念學習效益相同二、討論教學使高成就學生發現自己觀點的不足而修正想法，提升概念學習成效；低成就學生藉由同學的協助提升概念學習成效三、討論教學對高成就學生理解成效優於低成就學生；討論教學對高成就學生高層次前測表現較佳者會有較佳的學習成效四、討論教學對高成就學生科學學習價值的提升顯著優於低成就學生，且會提升學生表現目標根據研究結果提出以科學科目進行討論的教學建議：教學不應過度強調組間競爭而應加入組間共同合作的策略，避免提升表現目標；教學實施前須有充足的準備，如：各職務課前訓練、平時課程加入討論使學生熟悉討論流程。

This mixed-method study investigates the effects of applying discussion method in learning classical genetics on high and low achiever’s learning of science concept and motivation of learning science. Two classes of tenth graders in a private senior high school in Taoyuan City were conviently chosen as research participants. The top and bottom 27% students were decided by their pretest scores in a validated classical genetics concept test. Before the lesson, the students were divided into heterogeneous groups according to their prior learning achievement, followed the grouping, all the students learned in a designed discussion course. At the end of the lesson, the students were post-tested. The data collected from achievement test and motivation survey (modified SMTSL) of the two groups were coded and analyzed by paired t-test and ANCOVA using software SPSS. The results from classical genetics concept test and modified SMTSL, as well as students’ worksheet and interview transcripts were compared and discussed to reach the following findings:1. Applying the discussion method significantly enhances science concept learning of both classes, and the effect is the same on high and low learning achievers.2. Applying the discussion method prompts high achievers to discover their inadequacy of thinking, and then modify their thinking. Compared to low achievers elaborate science concept through help-seeking.3. Applying the discussion method enhances comprehension of cognitive process dimension, and the high achievers are significantly better than low achievers. Applying the discussion method enhances high-level cognitive ability of the high achievers with higher pretest score.4. Applying the discussion method enhances science learning value, and the high achievers are significantly better than low achievers. Applying the discussion method enhances performance goal of all students.Based on the findings, we recommend that teacher should emphasize cooperation rather than competition among groups while applying the discucion method to avoid raising performance goal of students. Furthermore, before the course, the teacher can give instruction to equip each student playing their role in group. Finally, the teacher can scaffold students practicing discussion method gradually.