學習策略教學對提升國小三年級學生自然與生活科技領域學習成效之研究

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Title:
學習策略教學對提升國小三年級學生自然與生活科技領域學習成效之研究
Author: 黃惠蘭; Huang, Hui-lan
陳惠萍; Hui-ping Chen; 教育學系課程與教學碩士班
Subjects: 自然科學習態度; 自然與生活科技學習成就; 學習策略; learning attitude; learning achievement; learning strategies
Description: 本研究的目的在比較學習策略教學和傳統教學二者對國小學生在自然與生活科技領域學習成效之差異。本研究採「準實驗研究法」，以台南市某國小三年級學生二個班級共69人為研究對象，分別以學習策略教學組為實驗組與傳統教學組為控制組，歷時八週，以比較其學習成效，兩組再依其認知成就分為高、中、低能力三組，以便進一步探討學習策略教學對不同能力學生的差異。本研究中學習成效包括自然與生活科技領域認知成就、自然科學習策略和自然科學習態度三大部分。使用的研究工具有：自然與生活科技領域認知成就測驗、自然科學習策略量表和自然科學習態度問卷等，所得資料以獨立樣本ｔ檢定、單因子變異數分析，以及單因子共變數分析進行統計處理。研究結果發現如下：一、接受學習策略教學的國小三年級學生在自然與生活科技領域認知成就的表現上，顯著優於接受傳統教學的學生。二、接受學習策略教學與傳統教學的國小三年級學生在自然科學習策略的表現上沒有差異。三、接受學習策略教學與傳統教學的國小三年級學生在自然科學習態度的表現上沒有差異。四、接受學習策略教學之不同能力學生在學習成效的表現無顯著差異依此研究結果，本研究進一步提出在國小自然與生活科技領域實施學習策略教學的建議及未來研究之參考。
The purpose of this study aimed to compare the difference between the effect of learning strategies training and that of conventional teaching on elementary school students’ learning achievements in the area of science and technology. The research used quasi-experimental design. The subjects of this study were sixty-nine third graders chosen from two classes of one elementary school in Tainan City. They were divided into the experimental group evaluated with learning strategies training and the control group evaluated with conventional teaching. Within eight weeks, the two groups’ learning achievement were compared with each other to examine if there were any significant differences. Further, according to their cognitive achievements, both groups were separated into three divisions of high, intermediate, and low achievements so that the effects of learning strategies training on students with different proficiency could be investigated. The learning achievements in this study included the cognitive achievement in the area of science and technology, the learning strategies toward the natural science course, the learning attitude toward the natural science course. The instruments used in this study were the cognitive achievement test of the area of science and technology, natural science learning strategies scale, and natural science learning attitude scale. The data collected were analyzed statistically with independent-sample t-test, one-way ANOVA, and ANCOVA. The findings of this study are as follows:1.The third graders evaluated with learning strategies training have better performance on the cognitive achievement test of science and technology area than those who evaluated with conventional teaching.2.There is no significant difference between two groups’ performances on the natural science learning strategies.3.There is no significant difference between two groups’ performances on the natural science learning attitude scale.4.There is no significant difference among the performances of three divisions of experimental group on natural science learning achievement.According to the finding, this study provides further suggestions on learning strategies teaching in the area of science and technology for future reference.
碩士
Creation Date: 2008
Format: 121 bytes
text/html
Language: 中文
Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/2562
Source: NUTN IR

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學習策略教學對提升國小三年級學生自然與生活科技領域學習成效之研究

黃惠蘭; Huang, Hui-lan 陳惠萍; Hui-ping Chen; 教育學系課程與教學碩士班 2008

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