運用Big6技能於國小六年級自然與生活科技領域以提升學生學習成效之研究—以「熱、資源與環保」為例

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運用Big6技能於國小六年級自然與生活科技領域以提升學生學習成效之研究—以「熱、資源與環保」為例
著者: 辛武震; Hsin, Wu-chen
林進材; Chin-Tsai Lin; 教育學系課程與教學澎湖碩士班
主題: Big6技能; 自然與生活科技領域; 學習成效; Big 6 Skills; science and technology learning areas; learning effect
描述: 本研究的主要目的是探討運用Big6技能融入國小自然與生活科技學習領域的教學方法和傳統教學方式對學生學習成效上差異性，以及不同能力準學生在Big6技能融入國小自然與生活科技學習領域教學的學習成效的差異性。本研究採準實驗研究法，以不等組前、後測設計進行研究。研究樣本取自澎湖縣樂活國小六年級兩班共61名學生，以一班為實驗組，採用Big6技能融入自然與生活科技領域的教學方式；另一班為控制組，採用一班傳統教學方式。教學內容為南一版自然與生活科技領域第八冊之第二、三個單元所融合之「熱、資源與環保」單元。課程實施8週，每週3堂課、每堂課40分鐘的教學。教學前實施學習成效前測，教學後實施學習成效後測，最後再以活動評量表、學習自評表、教學滿意度問卷及小組訪談卷等工具，針對實驗組蒐集Big6技能融入教學意見調查資料。根據研究結果，研究者所得結論有下列五項：一、實驗組學生的學習成效立即後測效果顯著優於控制組學生。二、實驗組學生的學習成效延宕後測效果與控制組學生無顯著差異。三、實驗組中不同能力水準的學生其立即後測效果會因教學方法的不同而有差異。四、實驗組中不同能力水準的學生其延宕後測效果會因教學方法的不同而有差異。五、實驗組學生對實施Big6技能融入教學的態度與成效均抱成肯定的看法。
This research aimed to explore the possible differences Big-6-Skills-aided teaching could make on students’ performance in the science and technology learning areas compared to traditional teaching. Besides that, how differently the effect would apply to students at distinct ability levels was also a focus. In this research, a quasi-experimental, nonequivalent pretest-posttest design was used, and the subjects were 61 students from two of the 6th grade classes of an elementary school in Penghu with one class being experimentally treated and the other serving as the control group. The teaching/learning material was “Heat, Resources and Environmental Protection,” which was a combined unit of Units 2 and 3 in Book 8 of the Nan-Yi edition science and technology textbooks. The treatment lasted for 8 weeks with three 40-minute sessions of class given per week. In addition to the pre-/posttests, the results of an activity evaluation table, a self evaluation chart, a student satisfaction questionnaire and group interviews were also taken in as raw data and processed. The findings of this research are as follows:1.According to the results of the immediate posttest, the learning effect of the treatment group was significantly superior to that of the control group.2.The results of the delayed posttest, however, revealed no significant difference between the learning effect of the treatment group and that of the control group.3.Different ability level students in the treatment group showed various immediate posttest results due to the difference in teaching method.4.Different ability level students in the treatment group showed various delayed posttest results due to the difference in teaching method.5.The treatment group held a positive attitude towards Big-6-Skills-aided teaching and its effect.
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建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1731
資源來源: NUTN IR

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運用Big6技能於國小六年級自然與生活科技領域以提升學生學習成效之研究—以「熱、資源與環保」為例

辛武震; Hsin, Wu-chen 林進材; Chin-Tsai Lin; 教育學系課程與教學澎湖碩士班 2010

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