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研究生:鄭瑞洲
研究生(外文):Cheng Jui-Chou
論文名稱:情境興趣為本的教學促進高一學生生物遺傳學習成就之研究
論文名稱(外文):Exploring the Effect of Promoting Students' Situational Interest on their Learning Achievement of Biological Genetics
指導教授:洪振方教授黃台珠教授
學位類別:博士
校院名稱:國立高雄師範大學
系所名稱:科學教育暨環境教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2013
畢業學年度:102
語文別:中文
論文頁數:187
中文關鍵詞:個人興趣情境興趣情境興趣為本的教學學習成就學習動機
外文關鍵詞:Individual interestSituational interestTeaching based on situational interestAcademic achievementLearning motivation
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  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在以情境興趣理論基礎,運用能引發情境興趣的多元教學策略及動手做實驗策略分別開發高中生物遺傳單元之兩組實驗模組課程,與傳統教學組比較其教學對學生情境興趣、個人興趣、學習動機及學習成就的影響及其因素,並提出一個情境興趣影響學習成就之徑路模式,探討教學後三組學生的情境興趣影響學習成就間之徑路關係及其效果值,以期能對教學所引發學生的情境興趣如何影響學生的學習成就,有更深入及更完整的瞭解。本研究對象為高雄市某高級中學一年級3個班級共計133名學生,分別為多元教學策略組45人;動手做實驗組44人及傳統教學組44人,由同一位教師進行三組教學,各歷時5週12小時。三組教學前後,學生分別蒐集學生的情境興趣、個人興趣、學習動機及學習成就之資料,並以t檢定、單因子共變數分析及徑路分析進行統計考驗;並於教學後以半結構式訪談蒐集多元教學策略組及動手做實驗組教學提升學生的情境興趣、個人興趣、學習動機及學習成就之因素。研究結果發現:一、在情境興趣方面,多元教學策略組學生在情境興趣及其各向度提升效果上,均優於傳統教學組;且多元教學策略組學生在維持性情境興趣的價值向度,優於動手做實驗組;而動手做實驗組在促發性情境興趣向度及維持性情境興趣的情感向度提升效果上,優於傳統教學組。二、在個人興趣方面,多元教學策略組學生在個人興趣及其各向度提升效果上,均優於傳統教學組;且多元教學策略組學生在個人興趣的價值向度提升效果上,優於動手做實驗組;而動手做實驗組及傳統教學組在個人興趣及其各向度提升效果上,沒有顯著性差異。三、在學習動機方面,多元教學策略組在學習動機提升效果上,優於動手做實驗組及傳統教學組;而動手做實驗組及傳統教學組在學習動機提升效果上,沒有顯著性差異。四、在學習成就方面,多元教學策略組在學習成就提升效果上,優於動手做實驗組及傳統教學組;而動手做實驗組及傳統教學組在學習成就提升效果上,沒有顯著性差異。五、教學後,多元教學策略組學生的情境興趣主要透過個人興趣及學習動機中介變項間接影響學習成就;動手做實驗組學生的情境興趣主要影響學習成就,及部分經由個人興趣,再經由學習動機,此兩中介變項來間接影響學習成就;而傳統教學組學生無法在此徑路模式中呈現情境興趣對學習成就的直接或間接影響之徑路關係。六、多元教學策略組及動手做實驗組教學能使學生產生不同的情境興趣、個人興趣、學習動機及學習成就的影響因素,以提升學生的學習成就。
綜合以上結果顯示本研究所開發之多元教學策略組教學能引發學生之情境興趣,並藉由個人興趣及學習動機的中介變項,間接影響學習成就;而動手做實驗組教學引發學生之情境興趣,主要能直接影響學習成就,少部分藉由個人興趣及學習動機的中介變項,間接影響學習成就;傳統教學組學生無法引發學生之情境興趣,且無法直接或間接藉由個人興趣及學習動機的中介變項影響學習成就。
Student interest plays a vital role in science learning. In particular, senior high students in Taiwan showed lower interest in formal science learning. Thus, the purpose of this study was to investigate the effect of three teaching strategies on students’ situational interest, individual interest, learning motivation and academic achievement on their learning of biological genetics. A total of 133 10th graders participated in the study; there were 45, 44 and 44 students in the multiple teaching strategies group, hands-on group and the traditional teaching group, respectively. Data were collected from three groups before and after the teaching by questionnaires of situational interest, individual interest, learning motivation and academic achievement. The semi–structured interviews of selected students were conducted after the teaching of the multiple teaching strategies group and the hands-on activity strategies group.The quantitative analysis methods included t-test, ANCOVA, path analysis, and Cohen’s η2 value were used to calculate the effect size. The results showed that 1) students’ situational interest and all the scales were significant increased after the multiple teaching strategies curricula more than the control curricula; the scale of maintained situational interest-value was significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula; the scales of triggered situational interest and maintained situational interest-sense were significant increased after the hands-on strategies curricula more than the control curricula. 2) Students’ individual interest and all the scales were significant increased after the multiple teaching strategies curricula more than the control curricula; the scales of individual interest-value were significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula. 3) Students’ learning motivation was significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula and the control curricula 4) The achievement of learning was significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula and the control curricula. 5) The students’ situational interest indirectly influenced the academic achievement were mediated by students’ individual interest and learning motivation after the multiple teaching strategies curricula,; the students’ situational interest directly influenced the academic achievement and partly were mediated by students’ individual interest and learning motivation after the hands-on strategies curricula; the students’ situational interest didn’t directly or indirectly influence the academic achievement after the traditional teaching strategies curricula. 6) There were differentially factors of situational interest, individual interest, learning motivation and academic achievement were produced after the multiple teaching strategies curricula and the hands-on strategies curricula.
目錄
中文摘要 I
英文摘要 III
目錄 V
表次 VIII
圖次 X
第壹章 緒論 1
第一節 研究背景與動機 2
第二節 研究目的與待答問題 6
第三節 名詞釋義 9
第四節 研究範圍與限制 18
第貳章 文獻探討 19
第一節 高中生物遺傳的教與學 20
第二節 學習興趣 24
第三節 情境興趣為本的教學策略 28
第四節 學習動機 32
第五節 情境興趣、個人興趣、學習動機與學習成就之關係 36
第參章 研究方法 39
第一節 研究架構與設計 40
第二節 課程設計 41
第三節 研究對象 62
第四節 研究工具 64
第五節 研究流程 74
第肆章 研究結果與討論 81
第一節 三組教學對學生情境興趣之影響 82
第二節 三組教學對學生個人興趣之影響 88
第三節 三組教學對學生學習動機之影響 94
第四節 三組教學對學生學習成就之影響 100
第五節 學生情境興趣、個人興趣、學習動機及學習成就之徑路分析 105
第六節 多元教學策略組及動手做實驗組教學影響學習成就之因素 112
第伍章 研究結論與建議 127
第一節 研究結果摘要 129
第二節 研究結論 132
第三節 研究建議 134
參考文獻 137
中文部分 137
英文部分 139
附 錄 147
附錄1 情境興趣量表 147
附錄2 個人興趣量表 148
附錄3 學習成就測驗 149
附錄4 學習成就測驗試題解答與解析 153
附錄5 DNA粗萃取實驗 163
附錄6 DNA模型DIY 164
附錄7 ABO血型檢測 167
附錄8 遺傳性狀記錄卡 169
附錄9 家族血型圖譜 170
附錄10 洋蔥根尖細胞之觀察實驗 171
附錄11 結構如螺旋梯的DNA 174
附錄12 超越當代認知的孟德爾 181
附錄13 半結構式訪談題目 186
附錄14 實驗組教學影響情境興趣之因素整理表 187

表次

表1-1 高中生物遺傳單元之內容大綱 14
表2-1 高中生物遺傳單元之學習困難概念 21
表2-2 情境興趣與個人興趣比較表 24
表2-3 「引發情境興趣因素」分類表 29
表3-1 高中生物遺傳單元教學大綱、單元教學目標及時間對照表 43
表3-2 高中生物遺傳單元學習困難概念與對應之可行教學策略表 45
表3-3 多元教學策略組之單元教學目標、教學策略及其引發情境興趣因素 48
表3-4 多元教學策略運用之原則 52
表3-5 多元教學策略模組課程內容舉例說明 53
表3-6 動手做實驗組之教學目標、教學策略及其引發情境興趣因素摘要表 55
表3 7 動手做實驗模組課程內容舉例說明 57
表3 8 傳統教學組之教學目標及其運用教學策略摘要表 59
表3 9 三組教學課程班級人數及有效樣本數 63
表3 10 學生情境興趣量表之各向度及題目 64
表3 11 學生個人興趣量表之各向度及題目 66
表3 12 學生學習動機量表之各向度及題目 67
表3-13 高中生物遺傳單元教學大綱、學習困難概念及學習成就測驗對應試題 69
表3 14 學習成就測驗試題之雙向細目表 72
表3 15 學習成就測驗各試題之難易度分佈 73
表3 16 學習成就測驗各試題之鑑別度分佈 73
表3 17 研究問題、資料蒐集及資料分析對照表 79
表4 1 情境興趣之t檢定及其實驗效果量 83
表4-2 情境興趣之ANCOVA檢定 85
表4-3 情境興趣各向度之ANCOVA檢定 86
表4-4 個人興趣之t檢定及其實驗效果量 89
表4-5 個人興趣之ANCOVA檢定 91
表4 6 個人興趣各向度之ANCOVA檢定 92
表4-7 學習動機之t檢定及其實驗效果量 95
表4 8 學習動機之ANCOVA檢定 96
表4 9 學習動機各向度之ANCOVA檢定 98
表4-10 學習成就之t檢定及其實驗效果量 101
表4 11 學習成就之ANCOVA檢定 102
表4 12 多元教學策略組之徑路分析 106
表4 13 動手做實驗組之徑路分析 107
表4 14 傳統教學組之徑路分析 108
表4 15 三組教學之徑路分析 109

圖次

圖2-1 興趣發展四階段模式 25
圖2-2 情境興趣影響學習成就間之假設假設徑路關係模式 37
圖3-1 本研究架構之設計圖 40
圖3-2 高中生物遺傳單元教學大綱架構圖 42
圖3 3 研究流程圖 75
圖4 1 三組教學在情境興趣前後測平均分數 82
圖4 2 三組教學在個人興趣前後測平均分數 88
圖4 3 三組教學在學習動機前後測平均分數 94
圖4 4 三組教學在學習成就前後測平均分數 100
圖4 5 多元教學策略組之徑路分析圖 106
圖4 6 動手做實驗組之徑路分析圖 107
圖4 7 傳統教學組之徑路分析圖 108
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