POQE探究式學習模式對於綠能學習表現之影響

The Influence of POQE Inquiry-based Learning Mode on Renewable Energy Learning Performance

10.6249/SE.202112_72(4).0027

洪榮昭(Jon-Chao Hong)；王志美(Chih-Mei Wang)；葉建宏(Jian-Hong Ye)；葉貞妮(Jhen-Ni Ye)

成就動機的期望價值理論 ； 技術型高級中等學校 ； 求知好奇心 ； 探究式學習 ； 綠能教育 ； epistemic curiosity ； expectancy-value theory of achievement motivation ； inquiry-based learning ； renewable energy education ； vocational senior high school

中等教育

72卷4期（2021 / 12 / 01）

10 - 29

繁體中文

綠能科技為臺灣重要的能源發展方向，因此有關此領域的人才培育亦為重要，但目前臺灣對於綠能教育的探究式課程之討論仍不多見。故本研究藉由POQE探究式學習模式，以預測、觀察、測驗、解釋等探究歷程設計綠能學習課程，並在成就動機的期望價值理論基礎之下，提出四項研究假設建構一個研究模式，以了解成就動機在兩種類型的求知好奇心下，如何影響學習表現（價值）。為達研究目的，本研究採立意取樣方式，邀請五所公立技術型高中二年級學生參與課程，並進行問卷調查，有效參與者共287名，包含汽車科158人（55.1%），冷凍空調科129人（44.9%）。所收集的問卷資料經由刪題及信效度檢驗後，採用結構方程模式來驗證假設模型，研究結果顯示：一、成就動機對於二種類型的求知好奇心具有正相關；二、二種類型的求知好奇心對學習表現具有正相關。

Renewable energy technology is an important energy development trend in Taiwan, and the cultivation of talents in this field is important as well. However there are few discussions on the inquiry-based curriculum in renewable energy education. Therefore, this study adopts the POQE inquiry-based learning model to design renewable energy learning courses by the exploration process of prediction, observation, quiz and explanation. Based on the expected value theory of achievement motivation, this study proposes four research hypotheses and constructs a research model to explain how achievement motivation affects learning performance (value) in the context of the two types of epistemic curiosity. For research purposes, this study adopts a purposive sampling method. Sophomores from five vocational senior high schools were invited to participate in courses and then answered questionnaires. There were a total of 287 effective participants, including 158 people (55.1%) in the Department of Automobile Technique and 129 people (44.9%) in the Department of Refrigerator and Air-conditioning. The collected data were subjected to question deletion and reliability and validity checks. Hypothetical models were verified by using structural equation modeling (SEM). The results showed that, 1. Achievement motivation was positively related to two types of epistemic curiosity. 2. The two types of epistemic curiosity were positively related to learning performance.

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