音樂介入天文學課程對11年級學生學習成效之影響

Abstract

從許多研究中可發現音樂可促進智能表現，自從Rauscher, Shaw,& Ky (1993)他們的研究之後，「音樂能夠讓人變聰明！」變成眾所皆知的標語了。因此，我想知道音樂介入天文學課程中是否也能夠促進學生的學習表現。我的樣本為380位十一年級的高中生(288位男生，92位女生)，他們大約16至17歲，全部都來自於同一所高中。 藉由天文學態度問卷(AAQ)、天文學測驗(AKT)、音樂喜好問卷(MPS)、學生背景調查問卷(SBS)，來探討是否音樂能夠給學生帶來正面的影響。如果可以的話，什麼種類的音樂會比較好？因此，根據MPS，我把學生分成三組(古典音樂組、流行音樂組、控制組)，藉此來探討是否有音樂介入，學生的表現會比較好，且是否學生最喜歡的音樂組(流行音樂組)，會表現最好。結果是流行音樂組的表現，並沒有顯著與控制組有差別，而古典音樂組似乎對學生的表現造成負向影響。Many researches had found that music can promote intellectual performance. Since the research of Rauscher, Shaw,& Ky (1993), “Music makes you smarter!” became a well-known slogan. So what I would like to know is whether incorporating music into astronomy course can improve students’ performance as well. My samples are 380 high school students (288 male, 92 female), 11th grade, 16-17 years old, all from the same high school. By using (a) Attitude towards Astronomy Questionnaire (AAQ), (b) Astronomy Knowledge Test (AKT), (c) Music Preference Survey (MPS), (d) Students’ Background Survey (SBS) to findout if music play a positive role in students’ learning outcome. And if it can, what music is better. So by using MPS, I divided the students into 3 groups (classical, pop, no music), to see whether music groups have better performance, and whether pop music (students prefer) can give the best consequence. The result was that the pop music group did not show a significant difference compared to the control group, and the classical music group, music listening seems to give a counter effect.