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研究生:王雅伶
研究生(外文):Ya-Ling Wang
論文名稱:學習風格理論融入國二理化教學之個案研究
論文名稱(外文):A case study of Adopting Learning Style Theory in physical science teaching
指導教授:段曉林段曉林引用關係
指導教授(外文):Hsiao-Lin Tuan
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:中文
論文頁數:237
中文關鍵詞:學習風格理論國二理化教學個案研究理化學習學習風格學習動機
外文關鍵詞:learning style theoryphysics sciencecase studyscience learninglearning stylesmotivation
相關次數:
  • 被引用被引用:34
  • 點閱點閱:805
  • 評分評分:
  • 下載下載:108
  • 收藏至我的研究室書目清單書目收藏:9
摘 要
本研究主旨為透過一班國二理化課室實施融入學習風格理論之教學,深入探究八位不同學習風格之個案學生對於教學改變期間教師教學表徵的知覺,個案學生在教學改變前後所使用的學習策略,以及其學習之成效。研究設計主要採用質為主、量為輔的主-輔設計。研究者於二年級上學期初即進入課室進行觀察和晤談,以收集個案學生理化的學習策略與學習動機之相關資料。二年級下學期初由個案教師在為期一個月,共計二十四節課的時間,採用九種教學策略-教師講解科學概念,閱讀文本資料,填寫學習單,動手操作食譜式實驗,運用教學媒體、以小組搶答進行課後複習,進行小組教學,製作立體模型,進行引導式科學探究,和運用電腦動畫及教學錄影帶輔助教學等教學策略以符合四種學習風格學生的需求。本研究的資料來源計有改編Herrmann於1986年所發展之學習偏好調查表、科學學習動機問卷(段曉林、靳知勤和謝祥宏,2001)、學生學習回饋單、課室觀察錄影(音)帶資料、晤談資料、開會記錄,以及個案學生二年級上學期三次段考和下學期七、八章段考成績和班上排名。
研究發現,四種不同學習風格的個案學生,對於偏向A、B類型傳統教學中教師講解科學概念、閱讀文本資料、操作食譜式實驗與運用教學媒體進行複習的知覺回饋,大都是偏向正面的態度,其中個人的學習風格是影響其知覺感受的重要因素。但個案學生對於填寫較開放的學習單,則是普遍呈現適應不良的情形。偏向C、D類型的教學策略,如小組教學、製作模型、播放動畫與教學錄影帶等活動,則帶給個案學生一些不同以往的學習刺激,其中C類型的個案學生因其學習風格,對於小組教學的反應最佳,覺得小組活動增加同學之間的互動;其他的正向知覺回饋包括創新、有趣、刺激。然而,也有部分的個案學生呈現一些較為批判回饋,包括D男認為較傳統式的教學費時;B男不能理解教學錄影帶其中的內容,以及A男、B2女及D男不適應小組討論的教學方式。
融入學習風格教學,對於提升C類型個案學生學習策略之提升最有效益。其中個案學生B1女、B男受到小組教學的影響,開始學習使用C類型的學習風格,透過小組討論促進對於理化知識內容的理解。然而,對於其他個案學生而言,他們理化的學習策略變異性不大。其中B2女和D女仍然傾向背誦教材內容進行學習,未發展出有效的學習策略。而D男認為教學改變期間未提供反覆練習的機會,以致於他的學習效果降低。
在學習成效方面,有關科學學習動機方面,與個案學生學習風格相關的向度包括:自我效能、科學學習價值、科學學習主動學習策略、科學學習成就目標,和科學學習環境誘因等五個向度。在自我效能向度,個案學生B1女和C男因為個案教師教學策略多元化,而提升理化的學習信心。在科學學習價值向度顯示,融入學習風格理論教學中動手操作的活動比例增加時,明顯提升C類型個案學生重視參與科學探究的活動。在主動學習策略向度,對於積極參與融入學習風格教學的B1女、C男和C女而言,他們的學習策略更為多元化。在科學學習成就目標向度,B類型與C類型的個案學生可以從符合其學習風格的學習任務中,展現他們學習風格的強度,並從參與的過程中獲得學習理化的成就感。在科學學習環境誘因的向度的資料顯示,融入學習風格理論教學中符合C類型學習風格的活動,能夠提升C類型個案學生的學習意願;然而,對於依賴教師講解的B男和B2女而言,在多元化的教學活動中,若沒有輔以教導其發展其他的學習策略,他們的不適應感可能造成其學習上的困難。至於科學學習目標導向資料顯示,個案學生著重理化考試考取高分,和個案學生之學習風格相關性不大。有關個案學生學業表現,因段考試題多偏向記憶性題目,所以融入學習風格教學對於積極參與教學活動、學習策略有明顯成長的個案學生B1女、C類型的學生而言,對於其段考成績大幅度提升的助益不大。
關鍵字:學習風格理論、國二理化教學、個案研究、理化學習、學習風格、學習動機
A case study of Adopting Learning Style Theory
in physical science teaching
Ya-Ling Wang
Abstract
There are two purposes of the study, the first was to adopt learning style theory (Herrmann, 1991; Lumsdaine & Lumsdaine, 1995) and Teaching around the wheel (Silver & Hanson, 1998) into designing two units of physical science course, and investigate eight students with different learning styles on their perceptions toward learning style teaching strategies. The second purpose of the study was to assess the effectiveness of the learning style teaching units on the case students’ achievement and motivation. The combinations of both qualitative and quantitative methods were used in the study. Data collection included questionnaires, interview, classroom observation, students’ assignments and tests scores. Researcher conducted class observation and interview in the beginning of first semester to select case students and their learning strategies and motivation in the physical science course. In the second semester, the case teacher spent one month (about 24 class periods) to teach 2 units addressed on learning style lessons. Her teaching strategies included concept explaining, reading science text, filling worksheets, conducting cookbook experiment, playing an animated cartoon and teaching video, using team competition to review the lesson, group work, making three-D model, conducted guided inquiry. Data collected for analysis was from participant observation, interviews, documents, and questionnaire investigations.
The results of this study indicated that although the case students with four different learning style, they expressed positive attitude toward the teaching strategies such as concept explanation, reading science text, conducting cookbook experiment, playing an animated cartoon and teaching video, and review the lesson by team competition. While these teaching strategies were originally designed to match students with learning styles A and B. From all of the case students’ responses, it indicated that students’ own learning style affect their awareness of these traditional teaching activities. Teaching strategies suited for students’ with C and D learning style, such as group activities, making three-D model, playing an animated cartoon and using video bring some stimulus for all of the students. Especially students with C learning style showed positive attitude toward group activities. They felt the group activities could increase students’ interaction. However, there were some students felt the group activities were time-consuming (D boy), can’t understand the content from the video (B boy), and could not adopt group discussion (A boy, B2 girl, and D boy).
Adopting learning style theory into science teaching promoted best for students’ with C learning style. Other students such as B1 girl and B boy were also influenced by group activities and started to use group discussion to learn physical science. But to other students, their learning strategies didn’t change very much. B2 girl and D girl still used memorization to learn, and didn’t develop effective learning strategies. D boy complained that teacher’s new teaching did not offer an opportunity to repeat what he had learned, so his academic achievement decreased.
In terms of students’ learning outcome based on new teaching strategies, the results indicated that there were five dimensions of science learning motivation relating to the case students’ learning style: self efficacy, active learning strategy, science learning value, achievement goal, and learning environment stimulation. For instance, in self-efficacy scale, B1 girl and C boy increased their learning confidence due to teacher’s various teaching strategies. In science learning value scale, C style students pay attention to inquiry activities due to the hands-on activities in new science teaching strategies. In active learning strategies scale, B1 girl, C boy and C girl, they became actively participated in learning and their learning strategies have been increased. In achievement goal scale, students with B &C learning styles gained more achievement in the new teaching strategies. In learning environment stimulation scale, C learning style of students felt the environment created by new teaching strategies could enhance their motivation to learning. While B boy and B2 girl relied heavily on teacher’s explanation, thus they did not improve motivation in the new teaching strategies. As for science performance goal, it was related to students’ gaining test score, and did not relate to students’ learning styles. About the students’ academic achievement, due to the memorization oriented test items, the learning style teaching didn’t promote the academic achievement of B1 girl, C girl and C boy who were actively participate in the learning activities.
Keywords: learning style theory, physics science, learning styles, motivation, science learning
目錄次 ………………………………………………………… Ⅰ
表 次 ………………………………………………………… Ⅲ
圖 次 ………………………………………………………… Ⅳ
附錄次 ………………………………………………………… Ⅳ
第壹章 緒論…………………………………………………… 001
第一節 研究背景與動機……………………………. 001
第二節 研究目的與待答問題……………………… 003
第三節 名詞解釋…………………………………… 004
第四節 研究範圍和限制…………………………… 004
第貳章 文獻探討……………………………………………… 005
第一節 學習風格意涵……………………………… 005
第二節 Herrmann知解(knowing)四個象限的模式… 008
第三節 科學學習與學習風格……………………… 012
第四節 融入學習風格理論之教學方案設計……… 015
第五節 學習風格之實徵性研究…………………… 020
第參章 研究方法……………………………………………… 032
第一節 研究情境與研究對象……………………… 032
第二節 研究者的理念與角色……………………… 038
第三節 研究設計與流程…………………………… 040
第四節 研究工具…………………………………… 044
第五節 資料收集…………………………………… 049
第六節 資料分析…………………………………… 051
第肆章 研究發現與討論……………………………………… 053
第一節 個案學生對於教師教學表徵之知覺回饋探討053
第二節 個案學生教學改變前後採用學習策略之分析086
第三節 個案學生在融入學習風格理論教學之學習成效分析… 124
第伍章 結論與建議………………………………………………178
第一節 結論……………………………………………178
第二節 建議……………………………………………187
參考文獻 ………………………………………………………… 190
附錄 ………………………………………………………… 196
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