C3探究弧設計課程對國小社會學習成效之研究──以國小六年級為例

Learning Effect of C3 Inquiry Arc on the Instruction of Social Studies-Case Study of Sixth-Graders in Elementary School

本研究主要以結合C3探究弧設計課程針對國小六年級的社會科學習進行實驗教學，以提升學生在社會學習領域上的學習成效與學習動機。透過桃園市某國小四班六年級學生作為研究對象，運用準實驗設計進行九節的教學活動，以瞭解實驗組與對照組學生的學習情形。從「社會科期中及期末測驗」、「ARCS學習動機量表」以及課程討論單與學習單等進行資料分析，其研究發現（一）兩組學生的學習成績表現尚未達統計的顯著差異。（二）藉由探究弧課程設計進行探究教學能有效提升學生在課程中注意、相關、信心與滿足等四面向的學習動機表現。

This research examined how the C3 inquiry arc jointly improve learning abilities, learning motivation to social studies among sixth graders. This study had a quasi-experimental design in which quantitative data were primarily collected and analyzed, and qualitative data were collected as supplementary information. Participants were four sixth-grade students in an elementary school in Tao Yuan City. Different teaching activities were implemented for the treatment and control groups for a total of 9 lessons. Statistical analysis was performed on the data collected through the survey ＂learning for mid-term and final exams,＂ the ARCS Learning Motivation Scale. In addition, the contents of the C3 inquiry arc course discussion sheet and worksheet were analyzed. The following research findings were obtained: (1) Students in both groups showed great progress in their academic performance, and no significant difference was observed. (2) In terms of learning motivation, the C3 inquiry arc course design improved the four aspects of in-class performance, namely attention, relevance, confidence, and satisfaction.