「多元模型教學模式」的教學成效之評析--以國小星象觀測單元為例

An Analysis of the Teaching Effectiveness of Multiple-Model Teaching Model-- An Example on the Star Observation Unit of Elementary School

本研究旨在探討「多元模型教學模式」對國小學生在學習星象觀測單元的影響，依據研究結果分析此教學模式的優點與不足之處。以準實驗研究法進行設計，研究對象取自高雄市某國小六年級學生。實驗組(n=28)以多元模型教學模式進行教學，對照組(n=29)則依照教科書內容，使用單一模型來進行教學。教學單元為「美麗的星空」，兩組的教學時間均為六節課。收集「星象概念成就測驗、星象觀測單元科學態度量表、學生對模型的理解量表」等資料。\r研究結果如下：\r一、在星象觀測單元的概念學習方面，實驗組優於對照組，達顯著水準(p=.007)，實驗效果量為.128，達到中度的效果量。二、在星象觀測單元的科學態度方面，實驗組優於對照組，達顯著水準(p=.001)，實驗效果量為.145，達到大的效果量。\r三、在星象觀測單元對模型的理解方面，實驗組優於對照組，達顯著水準(p=.03)，實驗效果量為.088，達到中度的效果量。

The purpose of this research was to investigate the influence of the “multiple-model teaching model” on the elementary students learning star observation unit and to analyze the advantages and inadequacy of this teaching model. A quasi- experimental design was used in this study. The research samples were 6th grade students of an Elementary School in Kaohsiung City. The experimental group (n=28) was instructed in the multiple-model teaching model and the contrast group (n=29) was instructed according to the textbook in single-model teaching model. The teaching unit was named “The beautiful sky” and the teaching time was six periods. The research data included the Concept Achievement Test of star observation unit， Science Attitude Scale of star observation unit， Students’ Understanding of Models Scale. The research results were as follows: The experimental group performed better than the contrast group in (1) the Concept Achievement Test of star observation unit (p=.007， η2=.128)， (2) the Science Attitude Scale of star observation unit (p=.001， η2=.145)， (3) Students’ Understanding of Models Scale (p=.03， η2=.088).