臺灣博碩士論文加值系統

本研究採質性研究法，旨在發展溫度與熱單元探究與實作教學模組，探討對八年級學生的學習動機與學習成效影響。研究對象為臺灣中部某鄉鎮國中的一常態班級共28人。研究工具為科學學習動機問卷、溫度與熱成就測驗試卷。資料蒐集包括：科學學習動機問卷、溫度與熱單元成就測驗前、後測、學習單、課室錄影錄音、晤談資料與教師反思日誌。以質性資料分析為主，並輔以科學學習動機問卷描述性統計及成就測驗前、後測成對樣本ｔ檢定量化資料分析，主要研究結果發現：
一、學習動機：在自我效能方面，教師藉由溫度與熱探究與實作教學模組教學，使學生經由探究與實作實驗的成功經驗，提升自我效能；在自主學習策略方面，當學生對溫度與熱概念有任何想法或未理解之處，能主動跟組內同學、老師進行詢問與溝通討論，達成有效學習；在科學學習價值方面，透過與日常生活結合的探究問題，讓學生解釋溫度與熱現象，並能實際應用於日常生活中；在成就目標方面，執行溫度與熱的實驗等實作過程，透由教師給予正向的回饋，能夠提升學生的成就目標。在學習環境誘因方面，透過探究與實作，結合生活情境，能提升學生參與理化探究與實作課程，引發學生對溫度與熱的學習興趣。
二、學習成效：探究與實作教學模組讓學生經歷探究結合生活情境和溫度與熱的相關問題、執行探究實驗等科學實作活動，使學生能充分理解溫度與熱相關概念。而成就測驗前、後測之各命題類別與總測驗進行相依樣本ｔ檢定結果，後測皆顯著高於前測，顯示透由本探究與實作教學模組教學，學生成效有所提升。

This study was designed by a qualitative method to explore how the motivation and learning outcomes of eighth-grade students were influenced by the teaching modules of temperature and heat unit which researcher developed. A total of 28 students from a normal class of a junior high school located in a township in central Taiwan participated in the study. The research tools are students’ motivation toward science learning questionnaire (SMTSL) and pre- and post- achievement tests in temperature and heat. As for data collection, it includes pre- and post- achievement tests in temperature and heat, students’ worksheets, audio and videos of the lectures, tudent interview information, and teaching journals. Primarily performing qualitative analysis, supplemented by quantitative analysis of the descriptive statistics of SMTSL and paired sample t-test in pre- and post- tests, the results of the study are as follows:
1. Motivation: In terms of self-efficacy, teachers use a series of experiments on temperature and heat to enable students to improve their self-efficacy through successful experiments. In terms of active learning strategy, students can take the initiative to ask questions and communicate with other students and teachers to understand the concepts of temperature and heat; in terms of science learning value, the teachers use the problems of daily life to allow students to explan the phenomena of temperature and heat and apply them to daily life; In terms of performance goal and achievement goal, the implementation of temperature and heat experiments and positive feedback from teachers can enhance students' achievement goals. In terms of learning environment stimulation, through inquiry and practice combined with life situations, students can participate in science courses, and stimulate students' interests in temperature and heat.
2. Achievement: The teaching modules allow students to experience the combination of daily life and issues of temperature and heat, construct interpretation of life phenomena, perform inquiry experiments. Through the teaching modules enables students to understand the concept of temperature and heat. The results of the t-test before and after the achievement test, and the types of propositions and the total post-test are significantly higher than the pre-test.

中文摘要 i
Abstract ii
誌謝 iii
目錄 iv
表次 vi
圖次 vii
第壹章 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 2
第三節 名詞解釋 2
第四節 研究範圍與限制 3
第貳章 文獻探討 5
第一節 探究與實作 5
第二節 學習動機 15
第三節 溫度與熱之相關研究 21
第參章 研究方法 29
第一節 研究者的背景與理念 29
第二節 研究情境與研究對象 29
第三節 教學設計 30
第四節 研究工具 36
第五節 研究流程 39
第六節 資料收集與分析 42
第肆章 研究結果 45
第一節 探究與實作教學模組對於八年級學生學習動機之影響 45
第二節 探究與實作教學模組對八年級學生的溫度與熱概念學習成效 53
第伍章 結論與建議 63
第一節 結論 63
第二節 建議 65
參考文獻 67
一、中文部分 67
二、外文部分 69
附錄一 探究與實作教學模組之溫度與熱教案 78
附錄二 探究與實作教學模組之溫度與熱學習單 90
附錄三 溫度與熱單元成就測驗 113
附錄四 晤談大綱 116

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