「網路合作學習」對「問題導向學習」成效的影響-以國中自然科學為例

Abstract

本研究結合合作學習以及問題導向學習，將問題導向學習的核心─合作學習，予以網路化的學習環境，探討在問題導向學習的教學策略之中，運用網路合作學習與教室合作學習，對學生學習成效的影響。 研究的方法是以投石機作為教學的單元，運用問題導向學習、網路合作學習（以Blog為平台）、教室合作學習等教學策略，藉以探討學生在學習成效上的差異。研究對象為兩班國中二年級的學生，其中一班在網路合作學習的環境下實施問題導向學習的教學（實驗組），另一班在教室合作學習的環境下實施問題導向學習的教學（對照組）。 研究資料蒐集包括力矩與拋射運動單元學習成就測驗、對自然科學態度問卷、同儕互動問卷、資訊使用能力測驗、網路合作學習態度問卷等。 研究結果： 1. 問題導向學習有助於提升學生（實驗組、對照組）的學習成效，其中實驗組進步較多，且有顯著差異。 2. 高同儕互動學生的學習成效較低同儕互動的學習成效好，兩者的差異達到顯著。 3. 不同教學模式對學生的自然科學態度及同儕間的互動雖都有正向的影響力，但達不到顯著差異。 4. 實驗組學生的資訊使用能力和學習成就沒有相關性。 5. 網路合作學習態度和學習成就沒有相關性。

The purpose of this study is to compare web-based cooperative learning with classroom-based cooperative learning in terms of impact on student achievement. By creating a web-based learning environment, this study merges the concept of cooperative learning and PBL, based on the cooperative learning which is the core concept of PBL. The methodology of this study focused on the difference in learning between students who resolved problems relating to projecting objects from catapults by applying PBL, web-based cooperative learning (based on BLOG platform) and classroom cooperative learning. The study target population consists of 70 the second grade students from 2 separate classes in certain junior high school. One class, the experimental group, implemented PBL teaching in a web-based cooperative learning environment. The other class, the control group, implemented a PBL cooperative learning classroom environment. Data collection consisted of score of a science quiz on moment of force and ballistic movement, along with questionnaires on students' interest in learning about science, degree of peer interaction, degree of computer skill, and attitude toward web-based cooperative learning. This study reveals following results: 1. The achievement of both PBL groups are all improve. Students in the experimental group show greater improvement than those in the control group and the difference between two groups is significant. 2. Students in high-peer interaction is better than those in low-peer interaction and the difference between two groups is significant. 3. Both teaching strategies have a positive impact on the attitude of students toward science and peer interaction. 4. Degree of computer skill is unrelated to amount of improvement in quiz performance for the experimental group. 5. Attitude toward web-based cooperative learning is unrelated to degree improvement in quiz result for the experimental group.