施行WebQuest教學模式對不同學習風格學生科學學習成效之影響

Effects of Using the WebQuest Instructional Model on Students' Science Learning with Different Learning Styles

WebQuest是探究導向的教學模式，在資訊學習時代，頗受科學教育學者注意。本研究旨在探討WebQuest教學對不同學習風格學生學習成效之影響。學習成效包含學習成就以及WebQuest電腦學習環境之感受。本研究採準實驗研究，對象為中部某國中7年級4個班的學生（共138位），按班級隨機分成2組，實驗組（N = 70）採用WebQuest教學模式進行教學，而對照組（N = 68）採用傳統資訊融入（包含教師運用PowerPoint講述、教學錄影帶、學生做報告）進行教學。教學單元為「演化」、「生態與環境」、「生物多樣性」等3個單元。資料蒐集採用量化資料為主，質性為輔，量化資料含成就測驗、學習風格量表、電腦輔助教學環境態度調查表；質性資料主要是學生問卷。研究結果顯示，經過三單元教學後，學習成就在「生態與環境」和「生物多樣性」2單元，實驗組學生的成績顯著高於對照組；而對於不同學習風格的學生之間無顯著差異。另外，學生對於WebQuest電腦輔助環境感受有正向提升的效果，但實驗組中不同學習風格的學生的感受，在每個向度是沒有顯著差異的。根據以上的研究發現，使用WebQuest教學模式，可以促進學生的學習成就，學生的學習環境感受也是正向的，但並不會獨厚於某一學習風格的學生。

The WebQuest is one of science inquiry teaching model which is suggested by science educator in the information learning era. The aim of this study was to investigate effects of a WebQuest instruction on different learning styles students’ science outcomes， which include learning achievement and student attitude toward the WebQuest Environment. A quasi experimental design is adopted in the study. The participants， including four classes (138 7th grade students in total) are randomly assigned into two groups. The experiment group(N=70) was treated with the WebQuest instruction， while the control group(N=68) was treated with traditional powerpoint and video teaching. The instructional units consist of “Evolution”， “Ecology and Environment”， and “Biodiversity.” Data collection includes quantitative and qualitative data. Quantitative data collect from student achievement tests on each instructional unit， “Kolb’s learning style inventory”， and “Scale of Attitude toward the WebQuest Environment.” Qualitative data include teacher’s journals， student reports， and interview transcripts etc. The findings of this study indicate that the WebQuest instruction makes a significant difference on student achievement on the unit of “Ecology and Environment” and “Biodiversity.” The experiment group score higher than the control group. However， no significantly difference exists on the post-achievement scores with different learning styles. In addition， student perception of WebQuest learning environment shows significantly positive increase after the instruction. However， there is also no significant difference exists in student perception of the environment with different Kolb learning styles. According to the above findings， the WebQuest model can be suggested in science teaching and learning without considering student learning styles.