林如章邱建富2019-09-042019-08-182019-09-042014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0597421118%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/100329本研究旨在化學反應速率單元中，探討以POEC(prediction- observation-explanation-conclusion)教學法對於八年級學生的學習成效之影響，並針對不同性別、不同學習成就學生進行分析，以提供自然科教師教學上之參考。本研究採準實驗研究法，以常態編班之八年級學生為研究對象，一個班(共31人)為實驗組，二個班(共55人)為對照組，分別實施前測後，以POEC教學法(實驗組)與傳統講述式教學(對照組)進行化學反應速率單元的教學活動，而後實施後測，再經過三個月實施延宕測。由前測、後測、延宕測結果，以SPSS軟體分析學習成效。 研究結果發現，兩種教學策略皆可以達到學習成效，且在間隔一段時間亦能維持一定的學習成效，但是採用POEC教學法的成效較佳。對於不同學習成就之學生，就高分組而言，可得到較佳的學習成效，間隔一段時間亦能維持較佳的學習成效。而對於中分組而言，採用POEC教學法，比傳統教學法更能達到學習成效與維持學習成效。對於不同性別之學生，不管是男生組或女生組，採用POEC教學法，皆比傳統教學法可得到較佳的學習成效與維持學習成效。This research analyses the effect of students’ comprehension toward the rate of chemical reactions through the teaching strategy of POEC (prediction-observation-explanation-conclusion). We adopted quasi-experimental study by selecting 86 students of 8th grade in three classes for one class(31 students) as the experimental group and two classes(55 students in total) as the control group. Both pre-test and post-test are provided before and after different teaching methods of POEC and traditional method of the two groups. Moreover, three months later, a delayed post-test was accomplished. The result can be seen through the analysis of SPSS. The result shows that both method can achieve the teaching goal, and maintain the effect for a period of time. However, better learning performances reveal when POEC method adopted. Even after a period of time more outstanding influence upheld. As for students of different levels, POEC provides a better attainment than the traditional teaching method. For students of both male and female, the superior result of POEC also displayed.POEC教學策略反應速率二段式診斷測驗POEC teaching strategyreaction ratetwo-tier diagnosis instrument