5E模式融入桌遊自主學習：以數位學習平台為例

Abstract

本研究旨在克服科學桌遊教學運用之限制，並使學生可以在非一般教學場域處，也可進行桌遊自主學習。為達到研究目的，本研究將5E學習環教學模式分別對應自主學習歷程四階段及桌遊教學設計，通過整合以上概念，最後以數位學習平台—CWISE為例，配合飲食相關議題之科學桌遊進行教學設計。本研究選擇60位國中生和2位教師作為研究對象，並收集其填寫之「自主學習量表」和「飲食議題相關知識、行為與態度問卷」，並且探討教師使用桌遊5E課程的教學意願。分析結果顯示，學生之自主學習成效李克特五點量表結果偏高，故本研究中的課程有利於桌遊自主學習，且根據前、後測比較，整體學生對於飲食相關議題的知識、行為與態度皆有提升。此外，研究結果亦顯示自主學習與學生的飲食行為與態度提升具有高度相關。建議未來若教師想使用科學桌遊來幫助學生進行自主學習，則可以使用本研究中的教學設計來整合不同類型的桌上遊戲。The purposes of this study are to overcome the limitations of scientific board game teaching and self-regulated learning in non-teaching place for students by using scientific board games. In order to achieve these purposes, we use 5E learning cycle correspond to four stages of self-regulated learning and curriculum design with board game in this study. By integrating the above concept, this study takes the digital learning platform—CWISE as an example. The curriculum design is cooperated with the board game in dietary issues. 60 junior high school students and 2 teachers are selected to collect self-regulated learning scales and questionnaire about dietary issues related knowledge, behavior and attitude and explores the teachers' willingness to use the board game 5E curriculum. The curriculum in this study is beneficial to use scientific board games for self-regulated learning because the results of students' self-learning of the Likert five-point scale are relatively high. According to the comparison between pre-test and the post-test, this study revealed that students have made progress in knowledge behavior and attitude in dietary issues. The research results also show that self-regulated learning is highly correlated with the improvement of students' behaviors and attitudes in dietary issues. It is suggested that if teachers want to use the scientific board game to help students learn independently in the future, they can use the teaching template in this study to integrate different types of board games.