應用PBL教學法幫助國中生建立正確物理觀念

Abstract

摘 要 本研究旨在應用「問題導向學習」教學法於國中理化教學上，探討建立學生的物理觀念的成效。「問題導向學習」是以學生為學習主體，教師輔導學生發現問題，收集資料、研究問題、協助學生解決問題，由解決問題之中學習。本研究藉由「物理態度量表」及「雙層式診斷測驗工具」來檢視學生以「問題導向學習」法所建立的物理觀念成效如何，及對科學學習的態度是否有改善？而經由研究的結果： 1. 學生對科學的學習態度雖有正向的改變，但改變的程度不顯著。 2. 學生所建立的物理觀念不夠完整，甚至仍有迷失概念存在。 3. 可經由改良式的「雙層式診斷測驗工具」檢測學生的迷失概念為何。 4. 「問題導向學習」應用在學生學習基礎知識的學習效果不顯著。 綜合研究的結果提出以下幾點建議供實施「問題導向學習」教學法的教師參考： 1. 長時間進行PBL教學對學習成效的比較顯著。 2. PBL適用於非結構性問題的學習，不適用於基礎知識的建構。 3. 朝提升學生解決問題的能力方向研究。

ABSTRACT The purpose of the present study is to employ the“Problem-based Learning”in the teaching of basic science course in junior high school to explore the effect of assisting the junior-high students in establishing the correct physics concepts。 “Problem-based Learning”considers the students as the main role during the knowledge-learning process, the teacher plays as a tutor to help the students to find the problems , collect information ,study the issues , and solve the problems . We also apply “Attitudes Toward Physics Scale”and “Two-tier system diagnosing tool”to investigate the students how to establish their correct physics concepts , and whether they change the learning attitudes toward the basic science course? Our result shows : 1. The learning attitudes of the students toward the basic science course is changed, however, the effect is not prominent . 2. The students in establishing the physics concepts is not in integrated way, instead, they even still have misconceptuals . 3. It is possible to employ the improved “Two-tier system diagnosing tool”to diagnose the misconceptions of the students . 4. The result is not obviously to indicate that the PBL is able to assist the students to establish the fundamental concepts. From the conclusion of our study, the following suggestions can be addressed: 1. The effect of PBL can be more prominent in teaching the junior-high basic science course if it can be peoceed in a longer period . 2. PBL is better to apply to ill-structured problems learning . 3. The PBL is helpful to promote the student ability in problem solving.