探究式設計課程運用於社會學習領域教學之學習成效-以國小六年級為例;Learning Effect of Inquiry-design Curriculum on the Instruction of Social Studies—Case Study of Sixth-Graders in Elementary School

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题名:	探究式設計課程運用於社會學習領域教學之學習成效-以國小六年級為例;Learning Effect of Inquiry-design Curriculum on the Instruction of Social Studies—Case Study of Sixth-Graders in Elementary School
作者:	張瀚陞;Chang, Han-Sheng
贡献者:	學習與教學研究所
关键词:	C3探究弧;IDM課程教學;社會學習領域教學;C3 inquiry arc;IDM curriculum and instruction;teaching of social studies
日期:	2021-04-16
上传时间:	2021-12-07 13:09:20 (UTC+8)
出版者:	國立中央大學
摘要:	本研究主要以結合C3探究弧架構及IDM課程設計針對國小六年級的社會科學習進行實驗教學，以提升學生在社會學習領域上的學習成效、學習動機及解決議題問題的相關能力。透過桃園市某國小四班六年級學生作為研究對象，運用準實驗設計進行十二節的教學活動，以瞭解實驗組與對照組學生的學習情形。從「社會科期中及期末測驗」、「ARCS學習動機量表」、「議題問題解決測驗」以及課程討論單與學習單等進行資料分析，其研究發現(一)兩組學生的學習成績表現尚未達統計的顯著差異。(二)藉由IDM課程設計進行探究教學能有效提升學生在課程中注意、相關、信心與滿足等四面向的學習動機表現。(三)分析學生在問題解決等量化資料發現，透過IDM課程設計教學能有效讓實驗組在蒐集資料、評估問題解決方案的有效性及執行評鑑等能力表現上優於對照組且達到顯著水準。而兩組學生在界定問題及應用策略解決問題的表現上，雖然未達到顯著差異，不過進一步運用詹森內曼法分析發現，IDM課程設計能有效提升低程度學生的能力。(四)實驗組在課堂表現中可以觀察到教師的引導以及運用大量資料的任務安排，能有效提升學生自我觀點的論證及評估公民行動可能面臨的問題，進一步達到規劃知情行動之能力。 ;This research examined how the C3 inquiry arc and IDM course design jointly improve learning abilities, learning motivation, problem-solving abilities, and other relevant skills pertaining to social studies among sixth graders. This study had a quasi-experimental design in which quantitative data were primarily collected and analyzed, and qualitative data were collected as supplementary information. Participants were four sixth-grade students in an elementary school in Tao Yuan City. Different teaching activities were implemented for the treatment and control groups for a total of 12 lessons. Statistical analysis was performed on the data collected through the survey “learning for mid-term and final exams,” the ARCS Learning Motivation Scale, and the test on problem-solving skills. In addition, the contents of the IDM course discussion sheet and worksheet were analyzed. The following research findings were obtained: (1) Students in both groups showed great progress in their academic performance, and no significant difference was observed. (2) In terms of learning motivation, the IDM course design improved the four aspects of in-class performance, namely attention, relevance, confidence, and satisfaction. (3) In terms of performance in the problem-solving test, the students in both groups did not show significant differences in identifying solutions and applying strategies; however, the results of the Johnson-Neyman method indicated that the IDM course could effectively improve the performance of low-achievers. Furthermore, with the experimental course instruction, the students in the treatment group demonstrated better ability in collecting information, evaluating the effectiveness of problem-solving plans, and conducting evaluation than the students in the control group, and the difference reached statistical significance. (4) In terms of classroom performance, guidance from teachers and task assignments involving a large amount of data enhanced students’ ability to generate arguments to support their own perspective.
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