UbD理論應用於高中生物DNA單元教學對高中生學習成效影響之研究

Impact of Understanding by Design on Student Learning Outcomes in a High School Biology Course

因應新課綱高中生物學中DNA內容加深加廣之趨勢，本研究運用UbD理論設計出一系列DNA課程教案，結合理論中「逆向設計」、「WHERETO」要素、「理解的六個層面」之理念，期望達到高中生對DNA單元的深化理解。在研究方法上採用準實驗設計法，選取四個班（共105位研究對象），分成兩組（UbD課程組與一般課程組），比較有無運用UbD課程下，學生學習成效的差異。量化資料藉由「DNA分子結構」概念測驗，以t檢定進行統計；質性資料的蒐集則包含學習單與短文摘要、「DNA模型建構」實作表現與課程意見調查表。研究結果發現：1. 依據UbD理論確實可設計出適合課程的評量及教案。2. 施行UbD課程之學生的各項測驗成績表現，皆顯著高於未施行UbD課程之學生。3. UbD課程設計能提升學生對DNA單元理解之學習成效。

 

In response to the emphasis on DNA in the high school biology curriculum, this study employed Understanding by Design (UbD) theory to design a DNA curriculum that combined backward design, WHERETO elements, and Six Facets of Understanding to improve learning outcomes. The curriculum was implemented in four classes (105 students). One class was given the UbD courses as the experiment group and the other three classes were given the standard courses as the control group. The study investigated the difference in learning outcomes of the two groups of students. This study used both quantitative and qualitative data for analysis. The t-test was used to analyze the quantitative data which were the students’ performance on the DNA structure concept test. The qualitative data included worksheets, short essay summary, DNA model building assignment, and students’ curriculum questionnaire. The findings showed that UbD theory could be used to develop assessments and lesson plans suitable for courses. The students’ performance in UbD courses was significantly higher than the students’ performance in standard courses. Thus, curriculum design based on UbD theory could improve learning outcomes of students’ understanding of the DNA unit.