5E學習環教學對國一學生恆定單元學習成效及學習環境知覺之研究

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2011

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本研究採準實驗研究法,發展「恆定性」單元之5E學習環教學模式教材進行教學,探討學生概念改變的成效及學習成果。研究對象為臺中市某國中一年級學生,實驗組與對照組各一個班級共72人。實驗組以研究者發展之教材進行恆定性單元的5E學習環教學,對照組則是以現行教科書為主的傳統講述式教學。實驗組與對照組於教學前皆進行生物恆定性二段式概念診斷測驗 (TTDTH) 前測;並於教學後一週內進行TTDTH後測及恆定性概念測驗、科學教室環境量表 (WIHIC) 施測,教學後六週進行TTDTH延宕測。資料分析方式以前測、後測及延宕測驗得分進行描述性統計之次數與百分比分析,另以以前測成績為共變量,組別為自變項,後測成績為依變項進行共變數分析,探討兩組學童學習成效之差異,再將實驗組與對照組恆定性概念測驗成績進行獨立樣本t檢定,及分析科學環境量表之作答結果,輔以質性資料之分析。研究結果為:(一)實驗組學生在TTDTH的得分顯著高於對照組;(二)實驗組學生在恆定性概念測驗的得分與對照組未有顯著差異;(三)由量性與質性資料的分析,歸納出兩組學生的恆定性單元另有概念有5類39項;(四)WIHIC實驗組在七個向度之平均得分皆顯著高於對照組。
The purpose of this quasi-experimental study is to develop the 5E learning cycle teaching materials for Homeostasis unit, and to examine the materials on students’ conceptual change and learning outcomes. The subjects were 72 7th graders from a junior high school in Taichung City. The experimental group used 5E Learning Cycle instructional material, the control group based on the current textbook-oriented lecture teaching. Both groups completed Two-Tier Diagnostic Test for Homeostasis (TTDTH) before and after the instruction, both of them completed TTDTH posttest, concept test of homeostasis, and the questionnaire WIHIC. One month after instruction, students took delayed posttest of TTDTH. The collected data were analyzed by using the following statistical procedures: Descriptive statistics, ANCOVA and t-test, and another data from qualitative data analysis. The results are: (a) the experimental group scored significantly higher than the control group in TTDTH; (b) the experimental group scored no significant difference with the control group on the concept test of homeostasis; (c) 39 alternative conceptions of 5 categories were identified ; (d) the experimental group scored significantly higher than the control group on all seven dimensions of WIHIC.

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5E學習環, 另有概念, 恆定性, 5E learning cycle, alternative conception, homeostasis

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