PBL教學在國中理化學習成效之研究

Abstract

九年一貫課程最終的目標，是要訓練學生具備帶著走的終身學習能力。在資訊氾濫、充滿競爭的廿一世紀，傳統教學由理論至問題的學習，產生了很多會考試、不會生活、不會做事的學生，已不符合目前的需求。在現實生活上，學生是先遇到問題，然後尋求問題的解決，如何使學生成為好的問題解決者，培養並提昇學生的問題解決能力一直是國內外科學教育的一個重要目標(教育部，1995; AAAS, 1994)。PBL以學習者為中心、強調內在動機、鼓勵合作學習、給予成果展示及表演的機會，正適合現階段教育的政策及家長、社會的期待。 本研究目的為探討問題導向學習(Problem-based learning, PBL)教學對國中理化學習成效之影響，研究結果顯示： (一) 以PBL用於國中理化之浮力單元教學，對英數高成就及低成就學生的學習表現都優於以傳統式教學的學生，且高成就組較低成就組表現更佳。 (二) 以PBL教學之學生在延宕測驗之學習成就表現上均優於以傳統式教學之學生，且高成就組較低成就組更佳。 (三) 以PBL教學之學生在後續理化之學習成就表現上均優於以傳統式教學之學生，且高成就組較低成就組更佳。 (四) 以PBL教學之學生，在另有概念的修正成效上，都有顯著進步，且高成就組較低成就組更佳。 (五) 以PBL教學之學生的學習動機、同儕間解決問題的合作學習技能、資料蒐集討論分享及解決問題的能力都有提昇。

The goal of nine-year integrated curriculum is to provide students the abilities of lifetime learning. The twenty-one century is a century with plenty of information which makes the society fill of competition. In the traditional teaching strategy, students are asked to learn various skills to different problem，such well-trained students are only good at examination but bad at life planning or new problem solving. As mentioned above, the students in the new century must face many unfamiliar problems before they are trained well. Therefore, the traditional teaching strategy is obviously not enough in this suddenly changing society. One of the important purposes of science education is to assist the students to set up their own abilities of problem- solving (The education ministry, 1995; AAAS, 1994). PBL, transfers the active role in the classroom to students through problems that connect to their lives and procedures that require them to find needed information, think through a situation, solve the problem, and develop a final presentation, is best to fit the local educational policy and the parents and social demand. The main purpose of this study is to confer the effect of Problem-based learning (PBL) teaching in junior high school physics. Our results can be summarized in the following : 1. The buoyancy unit taught by PBL strategy in junior-high school physics shows that the achievement of the English-math high-achievement students and English-math low-achievement students are superior to the achievement of the students taught by the traditional teaching strategy, and the high-achievement group is superior to the low-achievement group. 2. The post-post tests show that the achievement of the students taught by PBL-teaching strategy are superior to the students taught by the traditional-teaching strategy, and the high-achievement group is superior to the low-achievement group. 3. The post-physics tests show that the achievement of the students taught by PBL-teaching strategy are superior to the students taught by the traditional-teaching strategy, and the high-achievement group is superior to the low-achievement group. 4. The students taught by PBL-teaching strategy progress significantly in the corrections of alternate concepts, and the high-achievement group is superior to the low-achievement group. 5. The students taught by PBL-teaching strategy increase their abilities in the leaning motivation, the skills of schoolmate’s cooperation to solve problem, information searching and data sharing, and problem solving.