網路化問題解決教學策略對學生生物學習成效的影響

Abstract

本研究主要的目的是探討網路及非網路融入問題解決教學策略對國一學生生物學習成效的影響，研究方法為準實驗設計，研究對象為六個班的國中一年級學生，以自然與生活科技第一次段考成績作為分組依據，分為學業成績相近的實驗組(網路融入問題解決教學策略)三個班共117人，對照組(非網路融入問題解決教學策略)三個班共117人，實施為期一個半月的實驗教學，資料蒐集包括非結構化問題解決測驗、生物學科成就測驗測驗、資訊使用能力測驗、對生物學科態度量表、師生互動量表及網路融入問題解決教學學生態度。研究結果發現網路的融入有助於提升學生非結構化問題解決的延宕測驗成績，顯示網路的融入有助於問題解決能力的延宕效果。實驗組在對生物學科態度量表中的對生物學態度此向度在後測成績上與對照組達顯著差異，顯示網路的融入的確有助於學生「對生物學態度」的提升。且實驗組學生在資訊使用能力上的「網路相關軟體操作能力」及「文書作業軟體操作能力」兩個向度在後測成績上與對照組達顯著差異，顯示網路的融入的確有助於資訊使用能力的提升。而在前後測成績的比較，則顯示實驗組學生在對生物學科態度量表中的「對生物學態度」、師生互動態度測驗中的「挑戰性問題」、「鼓勵與稱讚」、「非語言支持」及「了解與友善」等四個向度及資訊使用能力問卷中的「網路相關軟體操作能力」、「文書作業軟體操作能力」兩個向度均達顯著差異。而對照組學生則是只有在師生互動態度問卷的「挑戰性問題」、資訊使用能力測驗的「資訊相關常識 」及「作業系統操作能力」達顯著差異。

This study investigates the impact of web-based problem solving instruction on middle school students’ biology learning. The design of this study is a quasi-experimental design. There are two hundred thirty four 7th grade students from six classes of a middle school participated in this study. Three classes of students received web-based problem solving instruction (experimental group) and the other three classes of students received non-web-based problem solving instruction (control group). The instruments were used in this study are: Ill-Structure Problem Solving Test (IPST), Biological Achievement Test, Computer Ability Test (CAT), Attitude Toward Biology Scale (ATBS), Teacher Communication Behavior Questionnaire (TCBQ), and Attitude Toward Web-based Problem Solving Instruction Questionnaire (ATWPSI). Results shows that the experimental groups’ students performed significantly better on their retention-test scores of the IPST than control groups’ students. In addition, the experimental groups’ students also performed significantly better on their post-test scores of the attitude to biology scale of ATBS, and the internet and office associated software scales of CAT than did control groups’ students. Moreover, the experimental groups’ students’ post-test scores of the following instruments scales are significantly better than their pre-test scores after receiving web-based problem solving instructions: attitude to biology scale of ATBS; challenging questioning, encouragement and praise, nonverbal supportive, and understanding and friendly scales of TCBQ; internet associated software and office associated software scales of CAT. The control groups’ students post-test scores of the following instruments scales are significantly better than their pre-test scores after receiving non-web-based problem solving instruction: challenging questioning of TCBQ, computer common knowledge and operating system usage ability of CAT.