臺灣教師使用歐盟Go-Lab系統進行線上探究式教學之推展研究

Abstract

十二年國民基本教育課程綱要將於108學年度正式實施，以核心素養為課程發展主軸，並強調應培養學生的探究能力。然而在科學探究的歷程當中，學生是否具備科學推理能力，往往會直接影響著他們的科學概念學習及科學學習成效。近年來資訊融入教學正蓬勃發展，歐盟的Go-Lab計畫更是積極推展線上科學探究學習系統，已在12個歐洲國家被廣泛使用，如今也已引進臺灣。因此本研究以科技接受模式（Technology Acceptance Model, TAM）為基礎，探討Go-Lab線上學習系統在臺灣之推展情況，包含三個研究方向：(一)中小學教師對於線上探究式學習平臺的期望、(二)針對中小學教師辦理Go-Lab工作坊之推廣情形、(三)中學實際應用Go-Lab於課程中之師生態度與接受度。本研究以問卷調查法進行資料蒐集，分別施以「臺灣中小學教師對於線上探究式學習平臺的期望問卷」、「臺灣中小學教師參與Go-Lab工作坊回饋問卷」、「中學教師使用Go-Lab系統進行線上探究式教學回饋問卷」及「中學生使用Go-Lab系統進行線上探究式學習回饋問卷」，藉此了解臺灣中小學師生對於Go-Lab系統的使用意向，也做為此系統未來在臺灣發展與改進之參考依據。研究結果顯示：(一)中小學教師對於使用數位方式進行教學及探究式教學皆持正向態度，而國中小或理工科教師對數位方式進行教學的態度顯著較高。(二)參與工作坊之教師對於Go-Lab系統之認知有用性與使用意向持正項態度，且Go-Lab平臺與教師理想的線上探究式學習平臺相符合。但對其認知易用性持保留態度。(三)中學生與中學教師對於Go-Lab系統之有用性、易用性及使用意向皆持正向態度，但中學教師對於其中部份題項之態度與學生略有差異。

The Directions Governing for the 12-Year Basic Education Curricula, which focus on the essential literacies and the inquiry ability of students are going to be implemented in August 2019. In the process of scientific inquiry, students’ scientific reasoning ability has direct impacts on their science learning performances. Also, since information technology has been widely implemented into teaching nowadays, the Go-Lab project, granted by the European Commission, is actively promoting an on-line inquiry-based science learning system. The system has been widely used in 12 countries throughout the Europe and has now been adopted in Taiwan. The purpose of this research is to examine the current status of how the Go-Lab system has been promoted for on-line learning in Taiwan on the base of the Technology Acceptance Model (TAM). This research covers the following three aspects: (1) elementary and secondary school teachers’ expectation of on-line inquiry-based learning platform (2) the effects and results of Go-Lab system promotion through workshops for elementary and secondary school teachers (3) the attitude and acceptance of high school teachers and students who used Go-Lab system in class. This study collects data through questionnaires. The instrumentations used include “Elementary and Secondary teachers’ expectation of online inquiry-based learning platform in Taiwan area”, “Feedback of Go-Lab workshop”, “Feedback of using Go-Lab system to teaching online”, and “Feedback of using Go-Lab system to learning online”. The results can serve as good indicators to understand the behavioral intention of teachers and students, and provide useful feedbacks for improving the Go-Lab system in Taiwan. The result are: (1) Elementary and secondary school teachers’ attitude of teaching in digital and inquiry way are positive, especially elementary and junior high school teachers, science and engineering teachers as well. (2) Teachers participated in the workshop for Go-Lab, their attitude of perceived usefulness and behavioural intention are positive. Also, Go-Lab is accordant with teachers’ expectation of on-line inquiry-based learning platform. But teachers reserve their comments in perceived usefulness of Go-Lab. (3) Secondary school teachers and students’ attitude of perceived usefulness, perceived ease of use andbehavioural intention of Go-Lab system are all positive, but there are some differences between teachers and students.