WebQuest教學策略對國小學童批判思考能力之影響—以國小六年級社會學習領域為例

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WebQuest教學策略對國小學童批判思考能力之影響—以國小六年級社會學習領域為例
著者: 李國賓; Lee, Kuo-pin
黃國禎; Gwo-Jen Hwang; 數位學習科技學系教學碩士班
主題: 社會學習成就; 批判思考能力; 社會學習領域; WebQuest; WebQuest; critical thinking skills; social studies; learning achievement
描述: 本研究旨在探討不同學業能力的學童，接受傳統教學、WebQuest主題探索教學、WebQuest批判思考教學等教學策略，對社會領域學習成就與批判思考能力之影響。實驗設計採二因子不等組後測，選取臺南市東區某國小六年級三個班級學童96人，分別為控制組（傳統教學）、實驗組1（WebQuest主題探索教學）、實驗組2（WebQuest批判思考教學）。各組於教學結束一週後，隔週實施「批判思考測驗—第一級」與「第二學期期中評量」；另外，兩組實驗組再實施「學習意見調查問卷」，並從兩個實驗組中，高、中、低能力各組隨機選取5人進行訪談，了解兩組實驗組學童接受教學後，對此次社會學習領域教材、教法教學的反應。同時，在分析實驗數據時，並根據九十六學年度第一學期社會學習領域兩次定期考試平均成績，區分學童為高、中、低能力組；研究發現，不同學業能力的學童，接受不同教學策略後，社會學習成就和批判思考能力有不同的表現：1.對低能力學童而言，接受WebQuest批判思考教學的社會學習成就，比接受單純的WebQuest主題探索教學高。2.對中高能力學童而言，三種教學策略對社會學習成就之影響無差異。3.兩個實驗組的低能力學童之批判思考能力皆顯著高於控制組，高中能力學童之批判思考能力則與控制組無差異。4.對控制組學童而言，高、中、低能力學童在傳統教學情境下，批判思考能力兩兩比較皆有顯著差異。5.兩組實驗組均有超過七成的學童喜愛該組上課的方式，並願意再使用於社會學習領域的課堂上；超過九成學童認為該組的上課方式對考試是有幫助的。
This study aims to explore the influence of receiving traditional instructions, WebQuest-based problem-solving instructions, WebQuest strategy with critical thinking instructions on learning achievements and critical thinking skills for elementary school students in social science courses. A Two-way between-subjects factorial design was used. A total of 96 sixth-graders including high, middle and low achievement students, who were chosen from an elementary school located at Tainan city, based on their achievement of social studies first semester this year. Then they were assigned into a control group (traditional instruction), group 1 (WebQuest instruction), group 2 (WebQuest with critical thinking instruction). One week after instruction, the Critical Thinking Test – Level 1 and the 2nd Semester Middle Exam were administered. The data were analyzed using two-way factorial ANOVA. A sample of 5 children were randomly chosen from high, middle and low achievement students of the group 1 and group 2 to be interviewed, to know the reaction to social studies teaching material of two group children after instruction. The experimental results showed that the effects of different treatments were related to the learning achievements of the students:1.The students with low achievements were influenced more by receiving WebQuest with critical thinking instructions than purely receiving the WebQues instructions.2.There was no significant effect for middle and high achievement students in receiving the three treatments. 3.For the low-achievement students, the critical thinking ability of group 1 and group 2 was significantly higher than control group, while the difference between the middle-achievement and high-achievement stduents was not significant.4.For the students who received the traditional instruction treatment (the control group), the critical thinking ability were significantly related to their learning achivements.5.More than 70 percent of group 1 and group 2 students prefer the lecture on their instruction and willing to applied the way on social studies, more than 90 percent of students believe that it is beneficial to prepare the exam.
碩士
建立日期: 2008
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3388
資源來源: NUTN IR

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WebQuest教學策略對國小學童批判思考能力之影響—以國小六年級社會學習領域為例

李國賓; Lee, Kuo-pin 黃國禎; Gwo-Jen Hwang; 數位學習科技學系教學碩士班 2008

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