運用網路資源進行探究教學-以四年級月相概念學習為例

Abstract

本研究旨在探討於九年一貫課程自然與生活科技學習領域中，設計運用網路資源實施探究教學的活動，對臺中巿某國小四年級學生月相概念學習成就、科學探究能力及對電腦輔助教學態度之影響。研究對象為某國小四年級學生共53人，研究採取準實驗研究法，實驗組接受探究式教學，控制組接受直接講述教學。 本研究工具包括：月相概念學習成就測驗、科學探究能力自評表及對電腦輔助教學態度調查表，將所得之前、後測分數以統計軟體進行單因子共變數分析；並對樣本（探究教學組）之背景變項進行獨立樣本t檢定及相關係數考驗。 本研究結果發現： (一) 運用網路資源進行探究教學，對學生之月相概念學習成效及科學探究能力有顯著的影響。 (二) 運用網路資源進行探究教學後，學生之性別對其學習成就的影響、科學探究能力及對電腦輔助教學態度皆無顯著差異。 (三) 運用網路資源進行探究教學後，學生使用網路頻率與其學習成就、科學探究能力的無相關、但與電腦輔助教學態度有正相關。 (四) 運用網路資源進行探究教學後，學生使用網路年資與其學習成就無相關，但與科學探究能力、電腦輔助教學態度有正相關。 根據本研究的結果，研究者提出關於教師專業知能成長及未來研究的建議。

ABSTRACT The purpose of this study was to investigate the influence on moon-phase concept learning achievement, science inquiry ability and the attitude toward computer-assisted education by using web-resource inquiry teaching among fourth-grade students in one elementary school in Taichung. The study population consists of 53 fourth-grade students, 26 in the experimental group and 27 in the control group. We use quasi-experiment design in this study. The experimental group receive web-assisted inquiry teaching and the control group receive directly didactic education. The moon-phase concept learning achievement test, the questionnaire of student science inquiry ability and scales for attitude toward computer-assisted education were used to assess the outcome. Pretest and posttest scores were calculated and analyzed with one-way ANOVA and coefficient of relationship. Independent t test were used to test the difference of demographic data. The findings of this study: 1. By using Web-resource inquiry teaching, students in the experimental group got significantly higher scores on moon-phase concept learning achievement test and the questionnaire of student science inquiry ability compared with students in the control group. 2. By using Web-resource inquiry teaching, there were no significant difference between students' gender and learning achievement, science inquiry ability and attitude toward computer-assisted education. 3. By using Web-resource inquiry teaching, the frequency of using web by students were positively associated with attitude toward computer-assisted education, but not associated with learning achievement and science inquiry ability. 4. By using Web-resource inquiry teaching, students' year of experience in using web was associated with science inquiry ability and attitude toward computer-assisted education, but not associated with learning achievement. Based on these findings, the researcher has proposed suggestion of teachers' professional development and direction for further research.