不同數位學習環境之問題解決策略與問題解決信心對國中能源知識概念學習之影響

Abstract

本研究的目的在探討不同的問題解決策略(一般問題解決、引導問題解決)、數位學習環境(數位遊戲學習、對話情境學習)及問題解決信心(高信心組、低信心組)對國中二年級學生在能源知識概念的學習成效(知識理解、知識應用)與學習態度之影響。研究對象為國中二年級學生，研究樣本為北部某國中，隨機抽取八個班級實驗共264位學習者。所有學生均受過電腦操作技能、網頁瀏覽、文書處理等相關基本能力之課程。 研究發現：(1)高信心組在能源種類與應用在知識應用面向的學習成效上，表現高於低信心組。(2)對話情境學習組在能源教學活動的學習動機面向上，表現高於數位遊戲學習組；(3)引導性問題解決策略在能源教學活動的學習動機面向上，表現高於使用一般性問題解決策略；(4)引導性問題解決策略在學習連結與學習意願面向上，表現高於使用一般性問題解決策略；(5)高問題解決信心在整體學習態度的表現上高於低問題解決信心。The main purpose of this study was to examine the effects of different problem-solving strategies (problem-solving vs. guided problem-solving), digital learning environment (game-based learning vs. situational dialogue), and different levels of problem-solving confidence (high vs. low) on eighth-graders’ learning of energy concepts. The subjects were junior high school students and participants were 264 eighth graders from the north part of Taiwan. All students were acquired with the basic computer skills including web browsing, word processing, and other related basic skills. The results revealed that: (a) the higher problem-solving confidence group achieved better performance on knowledge application than the low confidence group; (b) the situational dialogue group possessed higher degree of learning motivation than the game-based learning group, (c) the guided problem-solving group showed stronger learning motivation and willingness than the problem-solving group; and (d) the high problem-solving confidence group revealed higher overall learning attitudes than the low problem-solving confidence group.