臺灣博碩士論文加值系統

　　本研究旨在針對高中地理科進行探究式學習課程設計，檢視實施探究式學習對於核心素養的學習成效，以及其對於不同程度的學生之核心素養學習成效之差異，以期培養具備核心素養的主動終身學習者。本研究採用「5E 探究式學習模式」來設計教學流程與學生活動，而教學設計的主軸則依照探究的路徑，將每個地理議題以一連串有難度層次、由淺至深，並具有邏輯順序的「關鍵問題」方式來呈現。本研究使用準實驗研究法，於課程前後進行核心素養的前後測，同時輔以質性訪談與學習歷程資料等分析，以綜合檢視核心素養的學習成效。
　　研究結果發現本研究設計之探究式學習課程適用於十二年國教的高中地理科，而實施探究式學習不但有助於提升高中地理科的核心素養，同時也適用於不同程度的學生，但對於認知能力的提升則與講述法沒有顯著差異。探究式學習相較於講述法的主要優點在於有利營造自由討論的學習環境，進而達到以「學生為中心」的教學願景。

　　The purpose of the study is to design an inquiry-based learning course for geography in senior high school. The learning effects of the core competencies and the difference between students of two different levels were examined. This study uses the "5E Inquiry-based Learning" to design the teaching process. Each geographical issue is presented in a series of "critical questions" with a difficulty level, from easy to hard, and with a logical sequence. The quasi-experimental design, was adopted and the pre-test, and post-test were conducted to the students. Meanwhile, the semi-structured interview and the documentary about the learning process were also used to analyze and explain the research results.
　　The findings of this study shown that the inquiry-based learning course is suitable for geography in senior high school. It not only promotes the learning effects of the core competencies, but also benefits for the students of different levels. However, there is no significant difference in cognitive ability between the group of inquiry-based learning and the group of didactic teaching. The major merit of inquiry-based learning is creating a learning environment of free discussion, so that the vision of "student-centered" learning can be achieved.

第一章　緒論　1
第一節　研究背景與動機　1
第二節　研究目的　6

第二章　文獻回顧　7
第一節　探究式學習（Inquiry-based Learning）　7
第二節　地理教育與探究式學習　15

第三章　研究方法與教學設計　24
第一節　研究流程　24
第二節　研究對象　27
第三節　研究工具　31
第四節　探究式學習設計　40

第四章　研究結果與討論　82
第一節　高中地理科核心素養前後測分析　82
第二節　學生學習成果分析　92
第三節　學生課程滿意度分析　110

第五章　結論與建議　136
第一節　結論　136
第二節　建議與檢討　140

參考文獻　144

附錄　149
附錄一　高中地理科核心素養前後測預試試題分析　149
附錄二　高中地理科核心素養前後測試題　150
附錄三　學生態度評量表　167
附錄四　探究式學習單暨參考答案　172
附錄五　探究式學習單評量表分析　194
附錄六　學生態度量表分析　200
附錄七　小組探究過程評量表分析　206

一、中文部分
丁亞雯（2012）：〈以「課程與教學」為十二年國教推動核心─臺北市推動的策略與行動〉，《中等教育》，63(1)：183-187。
毛松霖、張菊秀（1997）：〈「探究式教學法」與「講述式教學法」對於國中學生地球科學「氣象」單元學習成效之比較〉，《科學教育學刊》，5(4)：461-497。
林建隆、徐順益（2007）：〈國中自然與生活科技教師發展5E探究式光學單元教學模組之研究〉，《物理教育學刊》，8(1)：1-16。
林菁、顏仁德、黃財尉（2014）：〈探究式資訊素養融入課程成效之四年長期研究〉，《教育資料與圖書館學季刊》，51(4)：561-595。
邱政皓（2019）：《量化研究與統計分析: SPSS與R資料分析範例解析 (第6版)》。臺北市：五南。
洪振方（2003）：〈探究式教學的歷史回顧與創造性探究模式之初探〉，《高雄師大學報》，15：641-662。
香港課程發展議會（2006）：《新高中課程－地理課程及評估指引》。香港：教育局。
郭生玉（2010）：《教育測驗與評量》。臺北市：精華書局。
施添福（1989）：《中學地理教學－理論與實踐》。臺北市：國立臺灣師範大學中等教育輔導委員會。
教育部（2003）：《國民中小學九年一貫課程綱要：自然與生活科技學習領域》。臺北市：教育部。
教育部（2014）：《十二年國民基本教育課程綱要總綱》。臺北市：教育部。
教育部（2014）：《十二年國民基本教育課程發展指引》。臺北市：教育部。
教育部（2015）：《十二年國民基本教育實施計畫》。臺北市：教育部。
教育部（2018）：《十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校-社會領域》。臺北市：教育部。
國家教育研究院（2000）：《雙語詞彙、學術名詞暨辭書資訊網》。http://terms.naer.edu.tw/detail/1309716/。（2017/01/23瀏覽）
歐用生（1989）：《國民小學社會科教學研究》。臺北市：師大書苑。
張靜儀（1995）：〈自然科探究教學法〉，《屏師科學教育》，1：36-45。
張清濱（2000）：〈探究教學法〉，《師友》，395：45-49。
楊秀停、王國華（2007）：〈實施引導式探究教學對於國小學童學習成效之影響〉，《科學教育學刊》，15(4)：439-459。
劉宏文、張惠博（2001）：〈高中學生進行開放式探究活動之個案研究－問題的形成與解決〉，《科學教育學刊》，9(2)：169-196。
陳慧蓉（2015）：〈掌握知識的致勝關鍵-以探究學習培養思辨能力〉，《國民教育》，55(1)：53-60。

二、英文部分
Atkin, J. M. & Karplus, R. (1962). Discovery or invention? The Science Teacher, 29: 45-51.
Anderson, R. D. (2002). Reforming science teaching. What research says about inquiry.Journal of Science Teacher Education, 13(1): 1-12.
Ayse, O., Sertac, A. (2011). Overviews On Inquiry Based and Problem Based Learning Methods. Western Anatolia Journal of Educational Science. Special Issues: 302-309.
Australian Curriculum, Assessment and Reporting Authority (ACARA)(2011). Shape of the Australian Curriculum: Geography. Sydney, NSW: ACARA.
Bruner, J. (1960). The process of education. Cambridge. MA: Harvard University Press.
Bybee, R.W. & Landes, N. M. (1988). The biological sciences curriculum study(BSCS). Science and Children, 25(8): 35-39.
Bybee, R. W., and DeBoer, G. (1993). Goals for the Science Curriculum, (Eds.), Handbook of Research on Science. Washington, DC : National Science Teachers Association.
Berghoff, B., Egawa, K. A., Harste, J., & Hoonan, B. T. (2000). Beyond reading and writing: Inquiry, curriculum, and multiple ways of knowing. Urbana, IL: National Council of Teachers of English.
Biddulph M., Lambert D. and Balderstone D. (2015). Learning to Teach Geography in the Secondary School: A companion to school experience. Abingdon: Routledge.
Cuevas, P.,Lee, O.,Hart, J.,Deaktor, R.(2005). Improving science inquiry with elementary students of diverse backgrounds.Journal of Research in Science Teaching,42(3): 337-357.
Chu, K. W. S.(2009). Inquiry project-based learning with a partnership of three types of teachers and the school librarian.Journal of the American Society for Information Science and Technology, 60(8): 1671-1686.
Dewey, J. (1933). How we think. Lexington. MA: D.C. Heath.
Feletti, G. (1993). Inquiry based and problem based learning: how similar are these approaches to nursing and medical education? Higher Education Research & Development, 12(2), 143-156.
Ferretti, J. (2013). ‘What ever happened to the enquiry approach’, in D. Lambert and M. Jones (eds), Debates in Geography Education, London: Routledge.
Gagne, R. M. (1963). The learning requirements for enquiry. Journal of Research in Science Teaching, 1(2): 144-153.
Davidson, G. (2002). Planning for enquiry. In Maggie Smith (Eds.), Aspects of Teaching Secondary Geography: perspectives on practice (pp. 77-94). London: Routledge Falmer.
Hammer, D. (1997). Inquiry learning and discovery teaching. Cognition and Instruction, 15(4): 485-529.
Joyce, B., Weil, M. (1996). Models of teaching. Boston: Allyn & Bacon.
Kuhn, D. (2008). Education for thinking. Cambridge, MA: Harvard University Press.
Loyens, S. M. M., & Rikers, R. M. J. P. (2011). Instruction based on inquiry. In R. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 361-381). New York, NY: Routledge.
Preston, L., Harvie, K., Wallace, H. (2015). Inquiry-based Learning in Teacher Education: A Primary Humanities Example. Australian Journal of Teacher Education, 40(12): 73-85.
Roberts, M. (2002). Curriculum planning and course development: a matter of professional judgement. In Maggie Smith (Eds.), Teaching Geography in Secondary Schools: A Reader (pp. 70-82). London: Routledge Falmer.
Martin, L. (2002). Defining Inquiry: Exploring the Many Types of Inquiry in the Science Classroom. Science Teacher, 69(2): 34-37.
Naish, M., Rawling, E. and Hart, C. (2002). The enquiry-based approach to teaching and learning Geography. In Maggie Smith (Eds.), Teaching Geography in Secondary Schools: A Reader (pp. 63-69). London: Routledge Falmer.
Watson, M. (2008). Inquiry Based Learning and University Geography teaching.https://www.sheffield.ac.uk/polopoly_fs/1.122785!/file/Lit_review-IBLinGeography.pdf。（2017/01/23瀏覽）
Naish, M., Rawling, E. and Hart, M. (1987). The Contribution of a Curriculum Project to 16–19 Education, London: Longman.
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
Petra Karvánková, Dagmar Popjaková, Michal Vančura, Šárka Nedvědová (2016). Inquiry-Based Education of Physical Geography. In Petra Karvánková, Dagmar Popjaková, Michal Vančura, Jozef Mládek (Eds.), Current Topics in Czech and Central European Geography Education (pp. 63-86). Switzerland: Springer.
Rawling,E. (2000). The Geography National Curriculum: what’s new?. Teaching Geography, 25(3).
Rawling, E. (2007). Planning your Key Stage 3 Geography Curriculum, Sheffield: The Geographical Association.
Roberts, M. (2013). Geography through Enquiry: Approaches to Teaching and Learning in the Secondary School, Sheffield: Geographical Association.
Schwab, (1966). The teaching of science. Cambridge, MA: Harvard University Press.
Slater, F. (1982). Learning Through Geography, London: Heinemann Educational.
Spronken, R., Bullard, J. O., Ray, W., Roberts, C., and Keiffer, A. (2008). Where might sand dunes be on Mars? Engaging students through inquiry-based learning in geography. Journal of Geography in Higher Education, 32: 71−86.
Trowbridge, L. W.,Bybee, R. W.(1986). Becoming a secondary school science teacher.Columbus, Ohio:Merrill.
Todd, R. J.(1995). Integrated information skills instruction: Does it make a difference?.School Library Media Quarterly,23(2):133-138.