討論教學策略融入古典遺傳教學對不同學習成就之學生學習成效的影響

簡靖晟

doi:10.6345/NTNU202101325

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讨论教学策略融入古典遗传教学对不同学习成就之学生学习成效的影响

Applying Discussion Method to Teach Classical Genetics on Learning of Student with Different Learning Achievement

简靖晟 , 硕士　　导师：张文华　　

繁体中文 DOI： 10.6345/NTNU202101325

古典遗传学教学；科学学习动机；讨论教学；学习成就； Classical genetics ； Science learning motivation ； Discussion method ； Learning achievement

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摘要 │ 参考文献 (49) │ 国际计量

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This mixed-method study investigates the effects of applying discussion method in learning classical genetics on high and low achiever’s learning of science concept and motivation of learning science. Two classes of tenth graders in a private senior high school in Taoyuan City were conviently chosen as research participants. The top and bottom 27% students were decided by their pretest scores in a validated classical genetics concept test. Before the lesson, the students were divided into heterogeneous groups according to their prior learning achievement, followed the grouping, all the students learned in a designed discussion course. At the end of the lesson, the students were post-tested. The data collected from achievement test and motivation survey (modified SMTSL) of the two groups were coded and analyzed by paired t-test and ANCOVA using software SPSS. The results from classical genetics concept test and modified SMTSL, as well as students’ worksheet and interview transcripts were compared and discussed to reach the following findings: 
1. Applying the discussion method significantly enhances science concept learning of both classes, and the effect is the same on high and low learning achievers.
2. Applying the discussion method prompts high achievers to discover their inadequacy of thinking, and then modify their thinking. Compared to low achievers elaborate science concept through help-seeking.
3. Applying the discussion method enhances comprehension of cognitive process dimension, and the high achievers are significantly better than low achievers. Applying the discussion method enhances high-level cognitive ability of the high achievers with higher pretest score.
4. Applying the discussion method enhances science learning value, and the high achievers are significantly better than low achievers. Applying the discussion method enhances performance goal of all students.
Based on the findings, we recommend that teacher should emphasize cooperation rather than competition among groups while applying the discucion method to avoid raising performance goal of students. Furthermore, before the course, the teacher can give instruction to equip each student playing their role in group. Finally, the teacher can scaffold students practicing discussion method gradually.

参考文献 ( 49 ) 〈TOP〉

吴坤璋、黄台珠、吴裕益(2005)。影响中小学学生科学学习成就的因素之比较研究。教育心理学报，37(2)，147-171。
连结：
蔡执仲、段晓林、靳知勤(2007)。巢状探究教学模式对国二学生理化学习动机影响之探讨。科学教育学刊，15(2)，119-144。
连结：
王千幸(1996)。有效的小组讨论教学。师友，353，44-49。
王金国(2000)。简介小组讨论教学法。教育研究，8，137-147。
王美婷(2012)。在精熟学习模式下，探讨异质分组讨论式教学对数学学习成就之影响－以八年级一元二次方程式为例。未出版之硕士论文，国立交通大学理学院科技与数位学习学程，新竹市。

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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。