臺灣博碩士論文加值系統

本研究旨在探討國小六年級的「自然與生活科技」領域教學中，實施線上PBL模式之實驗組學童與實施線上講述式模式之控制組學童在「自我導向學習」及「自然與生活科技學習成就」上的差異，以及學童對線上PBL模式之看法與建議，俾提供未來欲進行線上PBL教學之研究者參考。本研究以不等組前後測之準實驗設計進行研究，以桃園縣某國小六年級的二個班級為研究對象，並隨機分派一班為實驗組（31位學童）另一班為控制組（30位學童）進行教學，實驗組接受資訊科技融入問題本位學習的教學，控制組則接受資訊科技融入講述式的教學。本研究為期五週，每週四堂課，共二十堂課，教學前、後以「學童自我調整學習量表」、「自然與生活科技成就測驗」進行量化分析，並以教師札記、學習成果自評表、半結構式晤談進行質化分析。
實驗研究結果如下：
一、 接受線上PBL模式與線上講述式模式的學童在「學童自我調整學習量表」上有顯著差異。實驗組與控制組學童在「學童自我調整學習量表」後測的平均得分呈顯著的差異，可見線上PBL模式對學童在自我導向學習方面有正向的影響。
二、接受線上PBL模式與線上講述式模式的學童在「自然與生活科技成就測驗」上有顯著差異。實驗組與控制組學童在「自然與生活科技成就測驗」後測的平均得分呈顯著的差異，可見線上PBL模式可以提升學童在自然與生活科技上的學習成就。
三、實施線上PBL學習的教學歷程後，實驗組學童對線上PBL學習的看法為(一)可以增進他們的學習動機、讓他們比較敢發言、能有更好的學習態度，並可多方的了解，達到自主學習的狀況。(二)透過線上小組討論學習的方式，可以吸收到更多的知識並且增加其學習興趣，使其更能喜愛自然與生活科技的學習並提高學習成就。(三)透過網路可以很快速的蒐集到很多的資料並且喜歡運用線上聊天室與其他同學或是與老師進行溝通討論，亦能增進使用電腦的能力。

The study aims at exploring the “Natural and Life Technology” learning and teaching at the sixth graders at an Elementary School in their application and differences between students in the experimental group who take online PBL model and students in the control group who take the “Self-directed Learning” and “ Natural and Life Technology Learning Achievement”. Furthermore, we offer our viewpoints and make proposals as references for the researchers who intend to conduct online PBL teaching and learning. In this study, we apply quasi-experimental design of ranging groups to do pretest and posttest and we also take sixth graders in two classes of Taoyuan County Elementary School as objects. We then have randomly assigned a class to be an experimental group (31 students) and the other class to be a control group (30 students) to conduct teaching. The experimental group would receive the information technology combined with problem-based learning and teaching. The control group would receive the information technology combined with narrative teaching. In this study, we have a period of five weeks, in which four classes per week, a total of twenty classes. "Student Self-Regulated Learning Scale", "Science and Technological Achievement Test" are used to conduct a quantitative analysis; meanwhile, we also apply teachers' notes, Learning Outcomes Self Assessment Form and semi-structured interviews to carry out a qualitative analysis.
The experimental findings are stated as follows:
1. Students who take online PBL model and online narrative model showed significant differences in the "Student Self-Regulated Learning Scale". Students in experimental group and control group at the post-test average score of "Student Self-Regulated Learning Scale" showed significant differences. It can be seen that students have the online PBL model can have a positive impact on self-directed learning.
2. Students who take online PBL model and online narrative model showed significant differences in the "Science and Technological Achievement Test". Students in experimental group and control group at the post-test average score of "Science and Technological Achievement Test" showed significant differences. It can be seen that students have the online PBL model can improve their learning achievement on science and life technology.
3. After the implementation of the online PBL learning teaching process, students in the experimental group students have their views on online PBL learning (1) it can increase their motivation to learn. Comparably allow them to have more courage to speak, to have a better attitude towards learning, and understand at many sides to achieve the status of independent learning. (2) Through an online group discussion and learning, students can absorb more knowledge and increase their interest in learning, making it possible for them to learn how to love science and life technology so as to improve learning achievements. (3) Through the Internet, students can be very fast to collect huge quantity of information and apply them to online chat rooms to communicate and discuss with other students or teachers. It can also enhance their abilities in application of computers.

摘要 ………………………………………………………i
Abstract ……………………………………………………………………………………ii
誌謝 ………………………………………………………iv
目次…………………………………………………………v
表次 ………………………………………………………viii
圖次…………………………………………………………x
第一章 緒論………………………………………………… 1
第一節 研究背景與動機……………………………… 1
第二節 研究目的與待答問題………………………… 7
第三節 名詞釋義……………………………………… 7
第四節 研究範圍與限制……………………………… 10
第二章 文獻探討 ………………………………………… 11
第一節 資訊科技融入教學…………………………… 11
第二節 Moodle 數位課程管理平台 ……………… 14
第三節 問題本位學習………………………………… 16
第四節 自我導向學習………………………………… 41
第五節 相關實徵研究………………………………… 53
第三章 研究方法 ………………………………………… 63
第一節 研究設計……………………………………… 63
第二節 研究架構……………………………………… 64
第三節 研究對象……………………………………… 66
第四節 研究工具……………………………………… 67
第五節 PBL 教學活動設計………………………… 76
第六節 研究程序…………………………………… 87
第七節 教學平台…………………………………… 91
第八節 資料蒐集與分析…………………………… 96
第四章 研究結果與討論 …………………………………… 99
第一節 線上PBL模式對國小六年級學童SDL之影響 … 99
第二節 線上PBL模式對國小六年級學童自然與生活科技學習成就之影響………………………………………………… 117
第三節 學童對線上PBL模式之看法與建議 ………… 120
第五章 結論與建議…………………………………………… 133
第一節 結論…………………………………………… 133
第二節 建議…………………………………………… 134
參考文獻……………………………………………………… 137
中文部分……………………………………………………… 137
英文部分……………………………………………………… 143
附錄一 自然與生活科技學習成就測驗 …………………… 159
附錄二 學童自我調整學習量表 …………………………… 162
附錄三 半結構式晤談大綱 ………………………………… 168
附錄四 學習單一：學習計畫表 …………………………… 169
附錄五 學習單二：探究計畫表 …………………………… 170
附錄六 學習單三：修正探究計畫表 ……………………… 171
附錄七 學習單四：資料收集記錄表(個人) ……………… 172
附錄八 學習單五：資料收集記錄表(小組) ……………… 173
附錄九 學習單六：資料整理記錄表(個人) ……………… 174
附錄十 學習單七：資料整理記錄表(小組) ……………… 175
附錄十一 學習單八：發問與建議記錄表 ………………… 176
附錄十二 學習單九：學習成果自評表 …………………… 177
附錄十三 學習單十：小組成員互評表 …………………… 179
附錄十四 小組工作分配表 ………………………………… 181
附錄十五「學童自我調整學習量表」使用同意書 ……… 183
附錄十六「PBL 學習單」使用同意書 …………………… 184

表 2-3-1 問題本位學習定義表………………………… 18
表 2-4-1 自我導向學習定義表………………………… 42
表 2-4-2 自我導向學習型態表………………………… 48
表 2-5-1 國內資訊科技融入PBL教學的相關研究 …… 53
表 2-5-2 國外資訊科技融入PBL教學的相關研究……… 57
表 3-1-1 實施線上PBL模式之準實驗設計模式表……… 63
表 3-3-1 研究樣本人數摘要表…………………………… 66
表 3-4-1 「大地的奧妙概念學習成就測驗」之難度、鑑別度、刪除後信度與決策表…………………………………… 68
表 3-4-2 「大地的奧妙概念學習成就」之課程內容、評量目標、題號表…………………………………………………… 71
表 3-4-3 「大地的奧妙概念學習成就測驗」之雙向細目表……………………………………………………………… 73
表 3-4-4 「學童自我調整學習量表」Cronbach α值表(N=410)………………………………………………………………………………………………74
表 3-4-5 本研究「學童自我調整學習量表」Cronbach α值表(N=210)…………………………………………………………………………………………… 75
表 3-5-1 線上PBL模式與線上講述式模式之比較表… 81
表 3-5-2 實驗組/控制組教學計畫表 ………………… 82
表 3-7-1 Moodle 數位課程管理平台系統的比較說明表 ………………………………………………………………… 92
表 3-8-1 資料編碼代號意義對照表………………… 97
表 4-1-1 實驗組與控制組學童在「學童自我調整學習量表」前後測得分之敘述統計摘要表…………………………… 100
表 4-1-2 「學童自我調整學習量表」組內迴歸係數同質性檢定摘要表…………………………………………………… 100
表 4-1-3 「學童自我調整學習量表」共變數分析摘要表…………………………………………………………… 101
表 4-1-4 實驗組與控制組學童在「學習動機」分量表及其四個層面前後測得分之敘述統計摘要表…………………… 102
表 4-1-5 實驗組與控制組學童在「學習動機」分量表及其四個層面的組內迴歸係數同質性檢定摘要表……………… 103
表 4-1-6 實驗組與控制組學童在「學習動機」分量表及其四個層面的共變數分析摘要………………………………… 104
表 4-1-7 實驗組與控制組學童在「行動控制」分量表及其五個層面前後測得分之敘述統計摘要表…………………… 105
表 4-1-8 實驗組與控制組學童在「行動控制」分量表及其五個層面的組內迴歸係數同質性檢定摘要表………………… 106
表 4-1-9 實驗組與控制組學童在「行動控制」分量表及其五個層面的共變數分析摘要表………………………………… 107
表 4-1-10 實驗組與控制組學童在「認知策略」分量表及其三個層面前後測得分之敘述統計摘要表……………………… 108
表 4-1-11 實驗組與控制組學童在「認知策略」分量表及其三個層面的組內迴歸係數同質性檢定摘要表………………… 109
表 4-1-12 實驗組與控制組學童在「認知策略」分量表及其三個層面的共變數分析摘要表……………………………… 110
表 4-1-13 實驗組與控制組學童在「後設認知」分量表及其四個層面前後測得分之敘述統計摘要表…………………… 111
表 4-1-14 實驗組與控制組學童在「後設認知」分量表及其四個層面的組內迴歸係數同質性檢定摘要表……………… 112
表 4-1-15 實驗組與控制組學童在「後設認知」分量表及其四個層面的共變數分析摘要表……………………………… 113
表 4-1-16 「學童自我調整學習量表」獨立樣本單因子共變數分析整理表………………………………………………… 115
表 4-2-1 實驗組與控制組學童在「自然與生活科技學習成就測驗」前後測得分之敘述統計摘要表…………………… 117
表 4-2-2 實驗組與控制組學童在「自然與生活科技學習成就測驗」組內迴歸係數同質性檢定摘要表………………… 118
表 4-2-3 實驗組與控制組學童在「自然與生活科技學習成就測驗」共變數分析摘要表………………………………… 118
圖2-3-1 訊息處理歷程圖 …………………………… 32
圖2-4-1 自我導向學習活動歷程圖 ………………… 45
圖3-2-1 研究架構圖 ………………………………… 65
圖3-5-1 PBL 教學流程圖 …………………………… 80
圖3-6-1 研究流程圖 ………………………………… 90
圖3-7-1 Moodle 架構圖…………………………… 91
圖3-7-2 Moodle 數位課程管理平台……………… 93
圖3-7-3 PBL 討論區 ……………………………… 94
圖3-7-4 上傳或分享教學資源區 ………………… 94
圖3-7-5 師生聊天室 ……………………………… 95
圖3-7-6 上傳學習單、作業區 …………………… 95

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