網路錨式學習法中的問題解決歷程分析－以八年級有機化合物肥皂製作為例

Abstract

情境學習有助於學生將知識應用在生活中，本研究的主要目的是以錨式學習為教學策略，探討其應用於網路互動環境與教室課堂環境，對學生學習成就與問題解決能力的影響。本研究採用準實驗設計，以八年級有機化合物單元中肥皂製作為例。研究對象為三個班八年級學生，其中兩班採用網路錨式學習法，另一班於課堂教室中採用傳統錨式教學法。同時，本研究採質性分析，深入探討學生在網路錨式學習法中問題解決的歷程。研究結果如下： 1.網路錨式學習法與傳統錨式教學法皆能顯著提升學生的學習成就，但是不同教學法的學習成就則無顯著差異。 2.兩組學生在問題解決能力自陳方面的後測分數顯著優於前測，但是不同教學法之間未達顯著性的差異水準。 3.在網路錨式學習法中，語文型風格的學生學習成就較圖像型學生好。 4.在本研究設定的問題解決步驟中，學習成就和分析子問題、小組討論及學習風格三項有顯著相關。且小組討論和註記、分析子問題兩步驟顯著相關。 5.學生大都肯定影片註記及合作討論學習對於學習成就的幫助。 6.從電腦系統的對話內容及學習者在學習活動回饋問卷皆顯示，小組討論對學習成就的助益效果最大。

Situated learning could help students to apply knowledge in life. The main purpose of this study is to explore the impacts of web-based and traditional anchored instruction on students’ achievement . In addition, the factors which affect students’ achievement during the process of web-based problem-solving are analyzed. Quasi-experimental design was used throughout this study, with the learning unit “Organic Compounds in the Soap Making” for 8th grade students as an example. The subjects consist of three 8th grade classes, two of which are treated by the Web-based Anchored Instruction and the other by Anchored Instruction.

The results are as follows: 1.Both of the treatments significantly improved students’ achievement. However, no significant difference appeared between these two methods. 2.The self-report scales of problem-solving ability of two groups were enhanced, but no significant difference appeared between them. 3.Verbal style learners performed better learning outcomes in the web-based anchored instruction. 4.Throughout the steps set for students to solve problems, students’ achievement was highly related to sub-problem analysis, group discussion and learning style while group discussion was highly related to annotation and sub-problem analysis. 5.Most students thought that annotation and group discussion are helpful to improve learning achievement. 6.Through the group dialog the feedback questionnaires after learning activities, it showed that group discussion was the most helpful to improve learning achievement.