生活科技課程實作材料替代使用之適切性研究—以「以瓦楞紙板取代纖維板」為例
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2018
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Abstract
本研究以學生操作機具設備的學習成果、掌控實作材料的學習成果、及學習興趣，探討以瓦楞紙板替代纖維板使用之適切性。本研究受限於學校排課限制，以研究者原任教班級實施不等控制組準實驗研究。研究對象為台北市某國中九年級，六個班的學生，三個班46位學生為實驗組採用瓦楞紙板；三個班59位學生為對照組採用中密度纖維板。本教學實驗研究共實施八週(八節課)，採用研究者自編的「製造科技」(設計與製作)教案進行實驗。利用研究者自編之學習單、作品評量表、及學習興趣問卷作為研究工具。
經資料蒐集、整理與分析後，發現：
一、學生選擇與操作機具設備的學習成果不受實作材料及機具設備替代使用的影響。
二、學生掌控實作材料的學習成果略受實作材料及機具設備替代使用的影響，學生較能掌握中密度纖維板。
三、學生的學習興趣不受實作材料替代使用的影響。
依據實施過程及結果，提出建議如下：
一、生活科技教師受限於環境條件時，可考慮在製造科技(設計與製作)單元，使用瓦楞紙板替代中密度纖維板為實作材料，且依材料選擇所使用之機具設備。
二、未來實施相關教學或實驗時，可考慮延長教學時間，供學生練習與熟練操作機具設備，即便如美工刀，亦需要練習與熟練。
三、未來實施相關研究時，可考慮探討其他實作材料的替代使用實驗。例如：塑膠瓦楞板替代中密度纖維板。
四、未來實施相關研究時，可考量外聘評量教師之背景、性別、人數，以避免評分者間相關係數未達高相關。
The present study aimed to develop the appropriateness on substituting hands-on materials in the living technology curriculum, when using corrugated board as an alternative material of fiberboard. The research purposes include: 1. To explore the effectiveness of using different hands-on materials on students’ achievement of using facilities of machines and tools. 2. To explore the effectiveness of using different hands-on materials on students’ achievement of controlling hands-on materials. 3. To explore the effectiveness of using different hands-on materials on students’ learning interesting. This study adopted non-equivalent control group design of qua-si-experimental method for conducting this teaching experiment. The subjects of this study were six 9th-grade classes of a junior high school in Taipei City. The experimental group using corrugated board included 46 students from three classes, while the control group using medium density fiberboard included 59 students from another three classes. Two groups of students participated in this study for eight weeks, and were taught “Manufacturing Technology” self-designed by the researcher. The study tools designed by the researcher included: students’ work sheets, product assessment rubric, and learning interesting questionnaire. The results of this study indicated: 1. Using different hands-on materials had no impact on students’ achievement of choosing and using facilities of machines and tools. 2. Using different hands-on materials had a little impact on students’ achievement of controlling hands-on materials. Students controlled medium density fiberboard a little better. 3. Using different hands-on materials had no impact on students’ learning interesting. Based on the results, this study offered the following suggestions: 1. Living technology teacher can consider using corrugated board as an alternative material of fiberboard in curriculum of manufacturing technology, by using proper facilities of machines and tools to hands-on materials. 2. Considering extending the time of teaching students to use or manipulate facilities of machines and tools, even a retractable blade. 3. Considering using different hands-on materials for future studies. Such as using plastic corrugated board instead of fiberboard. 4. Considering the background, gender, or numbers of assessment teachers, avoiding Pearson correlation of scorer reliability was not highly correlated.
The present study aimed to develop the appropriateness on substituting hands-on materials in the living technology curriculum, when using corrugated board as an alternative material of fiberboard. The research purposes include: 1. To explore the effectiveness of using different hands-on materials on students’ achievement of using facilities of machines and tools. 2. To explore the effectiveness of using different hands-on materials on students’ achievement of controlling hands-on materials. 3. To explore the effectiveness of using different hands-on materials on students’ learning interesting. This study adopted non-equivalent control group design of qua-si-experimental method for conducting this teaching experiment. The subjects of this study were six 9th-grade classes of a junior high school in Taipei City. The experimental group using corrugated board included 46 students from three classes, while the control group using medium density fiberboard included 59 students from another three classes. Two groups of students participated in this study for eight weeks, and were taught “Manufacturing Technology” self-designed by the researcher. The study tools designed by the researcher included: students’ work sheets, product assessment rubric, and learning interesting questionnaire. The results of this study indicated: 1. Using different hands-on materials had no impact on students’ achievement of choosing and using facilities of machines and tools. 2. Using different hands-on materials had a little impact on students’ achievement of controlling hands-on materials. Students controlled medium density fiberboard a little better. 3. Using different hands-on materials had no impact on students’ learning interesting. Based on the results, this study offered the following suggestions: 1. Living technology teacher can consider using corrugated board as an alternative material of fiberboard in curriculum of manufacturing technology, by using proper facilities of machines and tools to hands-on materials. 2. Considering extending the time of teaching students to use or manipulate facilities of machines and tools, even a retractable blade. 3. Considering using different hands-on materials for future studies. Such as using plastic corrugated board instead of fiberboard. 4. Considering the background, gender, or numbers of assessment teachers, avoiding Pearson correlation of scorer reliability was not highly correlated.
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製造科技(設計與製作), 實作材料, 學習興趣, 材料替代使用, manufacturing technology, hands-on materials, learning interesting, alternative material