探討探究與實作課程對高中生科學學習動機剖面之影響

Abstract

108課綱新增「探究與實作」課程為高級中等學校教育階段的必修課程，盼學生能透過實作的歷程習得探究的技能，並進一步瞭解科學的本質。要能成功實施一門全新的課程，教師和學生皆扮演重要的角色。然而，目前在臺灣與探究與實作課程相關的研究大部分皆聚焦在教師層面，對學生學習狀況的探討相對較少，也鮮少從學生的觀點討論此課程的實施狀況及影響。本研究採鑲嵌式混合研究法探討探究與實作課程對高中生科學學習動機剖面的影響，及學生科學學習動機維持與轉變的原因。本研究使用「科學學習動機問卷 (SMTSL) (Tuan, Chin,& Shieh, 2005)」調查高中生在探究與實作課程前後的科學學習動機。該問卷包括六個向度，分別為：「自我效能(SE)」、「主動學習策略(ALS)」、「科學學習價值(SLV)」、「表現目標導向(PG)」、「成就目標(AG)」與「學習環境誘因(LES)」。在資料分析上，透過潛在剖面分析 (LPA) 辨別學生在探究與實作課程前後的科學學習動機潛在剖面，再分析問卷中質性資料探討學生科學學習動機剖面維持與轉變的可能原因。此外，研究者藉由教師訪談了解教師探究與實作課程的理念、設計與實施內容。 LPA分析結果辨識出三種科學學習動機剖面，分別為「高科學學習動機的主動學習者」、「中科學學習動機的均衡學習者」及「低科學學習動機的表現目標導向學習者」。問卷質性資料分析結果顯示，學生間的同儕互動、探究與實作中動手操作的特質、學生在探究與實作課程中的情緒、教師的課程安排等因素為影響學生科學學習動機剖面維持與轉變之原因。According to the Taiwan 108 Curriculum Guidelines, the"Inquiry and Practice" course is mandated in senior high school education to foster students' inquiry skills and deepen their understanding of the nature of science through practical experiences. To successfully implement a new course, it is important to take both teachers’ and students’ perspectives into account. In a review of the research related to Inquiry and Practice in Taiwan, however, it seems that most of the studies concentrate on the teacher aspect. Little research is focused on the students or the relevant issues from the student’s perspective. This study employed an embedded mixed-methods research design to investigate how the Inquiry and Practice course affected high school students' motivation profiles for learning science and the factors influencing whether students maintain or change their motivation profiles. This study used the "Science Motivation toward Science Learning (SMTSL)" (Tuan, Chin, & Shieh, 2005) to survey high school students' motivation toward science learning. The questionnaire includes six dimensions: "Self Efficacy (SE)", "Active Learning Strategies (ALS)", "Science Learning Value (SLV)", "Performance Goal Orientation (PG)", "Achievement Goal (AG)", and "Learning Environment Stimulation (LES)". Latent Profile Analysis (LPA) was used for data analysis to identify the latent profiles of students' motivation towards science learning before and after the Inquiry and Practice course. Qualitative data from the questionnaire were analyzed to explore the possible reasons for maintaining and changing students' science learning motivation profiles. In addition, teacher interviews were conducted to explore their approaches to designing and implementingthe Inquiry and Practice course, as well as to uncover the underlying reasons behind their methods.The LPA analysis identified three profiles of students’ motivation toward science learning:"Active Learners with High Science Learning Motivation," "Balanced Learners with Medium Science Learning Motivation," and "Performance-Driven Learners with Low Science Learning Motivation." The qualitative data analysis revealed that peer interactions, hands-on tasks of inquiry and practice, students' emotions during the course, and the teachers' curriculum arrangements were the major factors affecting the maintenance and change of students' science learning motivation profiles.