運用台灣科學教育館常設展的鷹架式問題導向學習對中學生學習電學之影響

Abstract

學校的正式學習，一直以來都是研究焦點，然而許多文獻及實際的觀察中卻不斷顯示，若缺乏適當的引導，難以有明顯的成長與突破。近年來國內的非制式教育不斷成長，但對於學校科學學習的效益，仍然有待探討。本研究希望將問題導向學習運用於非制式科學教育機構。了解運用非制式教育機構的學習活動，對學生學習科學的效益。 本研究以47位七年級學生為對象，探討問題導向學習的模式引入台灣科學教育館常設展資源的教學活動，是否能提升中學生電學單元的學習成效。首先以前測來了解他們對於前一個階段所學習電學的概念，接著分成對照組與實驗組，對照組則為使用科學教育館的面板進行學習，實驗組為運用針對電學的兩個不同展示品而設計的鷹架式學習單，來引導學生們進行個人的探索，過程中研究者的角色是提供引導，讓學生能夠不斷的思考及運用，期待學生能在富含情境的學習活動當中，建立學校科學學習的基礎，而原有的錯誤概念會不斷地因為自我檢視之故，自主地打破過去僵化的概念，讓自己在學習科學概念上能接軌。此外，並於學習活動之後施測鄭湧涇教授於1994編譯的科學相關態度量表(TOSRA)，探討學生對於科學學習活動是否具正向的學習態度。 本研究之結果顯示，運用研究者所設計的鷹架式學習單後，兩組學生的電學概念並無顯著差異；科學學習相關態度的部分，兩組學生也未呈現顯著差異，依據研究結果，研究者建議在設計及運用鷹架式學習上，需要更多改良與調整。School’s formal education has always been the focus of researchers. However, literature reviews and field observations regarding formal education constantly showed that it is hard for the students to level up without proper guidence. Recently, Taiwan’s informal education has been growing, but the effectiveness of scientific subject learning stll needs to be discussed. The current research aims to apply problem-based learning (PBL thereafter) to informal scientific educational center, in order to understand the effect the activities has on students’ science learning. The subjects of the research were 47 senventh-grade students. In addition, the researcher would like to investigate whether apply PBL to the teaching activities of National Taiwan Science Education Center (NTSEC thereafter) could increase students’ learning effectiveness of the scientific topic of Electricity--circuits. At the begnning, the subjects would undergo a pre-test for the researcher to understand their previous concept about Electricity, and then they were ramdomly arrigmed into the experiement group and the control group. The control group used the panel board in NTSEC to do the learning, while the experiment group used the scaffolding learning sheet regarding two Electricity exhibitions. The learning sheet was acting as a guidence for them to self-explore. The researcher was acting as a leader during the research process, keeping students to think and use what they learned. It is expected that the students could establish the foundation of science learning under the real situational model, and then they can further connect their science learning at school. Moreover, students’ previous false concept regarding electicity can be breaked because of constant self-obervations. After the learning activities, the students were asked to do the Test of Science-Related Attitudes (TOSRA) edited by professor Yeong-Jing Cheng, discussing whether the students possess positive learning attitude toward the scientific learning activities. The results indicate showed that there are no significant differnece between the control and experiment group. There were also no significant difference regarding scientific learning attitude between the two groups. Based on the findings, it is suggested that the design and application of the scaffolding learning needs more improvement and amendment.