「探究式創意實驗教學」對八年級學生自然領域學習表現之影響

The Effect of Exploring and Creative Ex-periment Teaching for Science Learning Per-formance Among Eighth-Grade Students

本研究在探討實施「探究式創意實驗教學方案」，對八年級學生之自然領域學習表現的影響。本研究採用準實驗研究法之不等組前後測設計，研究對象為八年級學生，包含實驗組32人及對照組34人。研究工具包括：探究式創意實驗教學方案、自然領域學習態度量表、自然領域學習成就測驗、探究式創意實驗教學滿意度調查問卷、教學者省思札記、教學觀察紀錄表及學習單等。資料處理與分析採質性與量化並重的方式，包括獨立樣本單因子共變數分析、單因子多變量共變數分析及內容分析等方法。本研究結果如下：\r 一、「探究式創意實驗教學方案」實施後，實驗組學生在「自然領域學習態度量表」上的表現優於對照組學生，且在「探究自然的動機」、「學習自然的焦慮性」、「對自然獲得成功的態度」及「學習自然的實用性」等四個向度達顯著差異。 二、「探究式創意實驗教學方案」實施後，實驗組學生在「自然域學習成就測驗」上的表現優於對照組學生，而且達顯著差異。 三、實驗組學生在「探究式創意實驗教學滿意度調查問卷」各題得分皆達4.29以上，顯示學生對「探究式創意實驗教學方案的教學方式感到滿意。 四、本研究「探究式創意實驗教學方案」採用POE探究式教學及各種創意教學策略，能修正學生錯誤的科學概念及加強學生對科學概念的記憶，進而促進學生有效地學習。 v五、本探究中所有的實驗活動，都是運用合作學習的方式讓學生進行學習，並在教學中針對不同的教學內容，設計各種小組競賽、科學遊戲及魔術，能引發學生的學習動機並增進學生的合作精神。 六、「探究式創意實驗教學方案」實施後，研究者在「課程設計的能力」、「教學歷程的掌控」及「多元評量的實施」等三方面的專業能力都有所成長。

This study discusses the learning performance of eighth-grade students in Natural Science after applying the “Exploring and Creative Experiment Teaching Program.” Research employed the method of an unequal group pretest-posttest. This study deals with an experimen-tal group (32 students) and a control group (34 students) from among junior high school eighth-grade students. The research tools included: the “Exploring and Creative Experiment Teaching Program，” the “Learning Achievement Examination of Natural Science Area，” the “Learning Attitude Scale of Natural Science Area，” the “Satisfaction Survey for Exploring and Creative Experiment Teaching Program，” “Notes of the Researcher’s Reflection，” “Teaching Observation Sheets” and the “Worksheet.” All the data were analyzed by Independent Samples oneway ANCOVA， one-way MANCOVA and content analysis. The results of this study are as follows: 1. According to the “Learning Attitude Scale of Natural Science Area，” performance of the experimental group was significantly better than that of the control group after applying the “Exploring and Creative Experiment Teaching Program” to the eighth-grade students. Furthermore， the scores were significantly different in four subscales: “Motivation of Studying Natural Science，” “Anxiety of Learning Natural Science，” “Attitude of Success in Natural Science，” and “Practical Application of Learning Natural Science .” 2. In the achievement examination， there was a significant difference between the experimental group and the control group in the posttest of the “Learning Achievement Examination of Natural Science Area.” In addition， scores of the experimental group were better than the other group’s. 3. The experimental group got 4.29 points on each question of the “Satisfaction Survey for Exploring and Creative Experiment Teach-ing Program.” It showed that students were satisfied with the teach-ing methods of the “Exploring and Creative Experiment Teaching Program.” 4. Students had positive responses to uses of the POE exploring teach-ing method and various creative teaching methods in Natural Science. These teaching methods could correct mistaken scientific concepts about students and improve their memorization in science. Furthermore， they could lead the students into an effective learning mode. 5. All experimental activities of the “Exploring and Creative Experi-ment Teaching Program” were applied using the collaborative learning method. Besides this， the researcher designed various group competitions， scientific games and magic in different courses， which could increase the spirit of cooperation and learning motivation among the students. 6. After applying the “Exploring and Creative Experiment Teaching Program，” the researcher made professional progress in three areas: the ability to design courses; the ability to control the period of teaching; and the ability to use multiple assessments.