素養導向融入自然領域課程對學生心流經驗、學習動機及學習成效之研究

Abstract

本研究探討將素養導向融入自然領域課程之教學法對高中一年級學生之影響，旨在瞭解透過素養導向融入課程的教學法其心流體驗、學習動機和學習成效前、後測是否有差異。本研究採用準實驗研究法，以台北市某高中一年級之學生為對象，抽樣方式採便利取樣，隨意選擇六個一年級班級來進行實驗。樣本並經學習評量之結果分作為高分組、中分組和低分組，其中高分組有75人，中分組有59人，而低分組有63人，三組皆採素養導向融入課程之教學法，每周進行一次自然領域課程，實驗時間總計為二十四週。經研究對象填寫完畢之「心流經驗量表」及「學習動機量表」和學習評量前、後測分數利用統計軟體SPSS進行統計量化分析，以相依樣本t檢定和單因子變異數分析後，得到以下結論：一、高中一年級學生、高分組學生、女學生在經過素養導向融入自然領域課程後，其心流經驗前後、測分數上達到顯著之差異；二、高分組、中分組和低分組學生在經過素養導向融入自然領域課程後，高分組和低分組學生在學習動機後測分數有顯著差異，高分組分數高於低分組；三、高分組、中分組和低分組學生在經過素養導向融入自然領域課程後，在學習成效前、後測分數上皆有達到顯著之差異。根據研究結果得知，實施素養導向之教學法能有效提升學生之心流體驗，應鼓勵現場教師在教學時能多運用素養導向之教學法；而對於學習成就較低之學生，教師可以鼓勵學生多閱讀科普文章，增進其閱讀能力。The research was about combining competency-based instruction with science curriculum for high school students, and exploring the impact on the students. The research purpose was to know after competency-based instruction learning, was there any difference in flow experience, learning motivation, and learning effectiveness on students.This research adopted a quasi-experimental method. The participants were 10th-grade students in the same high school in Taipei, and they were divided into high, middle, and low performance groups by class quizzes. There were 75 students in the high performance group, 59 students in the middle performance group, and 63 students in the low performance group. All groups experienced the same competency-based instruction once a week for 24 weeks. The data were analyzed with SPSS. Through the Paired Samples T-Test and ANOVA analysis, there were three conclusions as follows. First, there were significant differences between the pre-test and post-test in the Flow Experience for 10th-grade high performance group, and the girl students. Second, there were significant differences between the high performance group and the low performance group students in the Learning Motivation. Third, there were significant differences between the pre-test and post-test in the class quizzes for the high, middle, and low performance groups. According to the results, the findings can encourage teachers to apply competency-based instruction in teaching. As for the students in the low performance group, the teachers can encourage them to read more science articles to improve their reading ability.