問題引導式學習法在“有機化學”網站之應用與研究

Question-based Learning in Organic Chemistry via the Web

10.6173/CJSE.2004.1204.05

翁榮源(Dr. Zang-Yuan Own)；江鴻仁(Hrong-Ren Chiang)；李孔文(Kung-Wen Li)

問題引導式學習 ； 有機化學 ； 電腦輔助學習 ； Question-based Learning ； Organic Chemistry ； Computer Assisted Learning

科學教育學刊

12卷4期（2004 / 12 / 01）

491 - 507

繁體中文

本研究旨在探討問題引導式學習與傳統式教學在有機化學網路教學上有關學習成效提升之成果，並進一步探討各種不同背景的學生，在問題引導網路學習的學習路徑分析及成效進步情形。受試樣本共109位靜宜大學二、三、四年級文、理、管學院學生參與本研究。學習者認知型態則是依據「藏圖測驗」分爲場地獨立與場地依賴兩組。研究所得的資料分別以統計方法進行資料分析處理，探討各個不同學生在網路學習的差異情形。本研究的結果如下：（一）在學習成效部分，學習者在問題引導網路學習中的學習成效優於傳統式網路學習中的學習成效；不同背景的學習者中，場地獨立、高先備知識，在問題引導網路學習中的表現明顯優於傳統式網路學習中的表現。（二）在學習滿意度部分，學生經過網路問題引導式學習後，在介面設計、課程內容之設計、回饋設計與整體學習模式，結果傾向於認同與非常認同問題引導式學習對學生的學習是有幫助的。

This study investigated the influences of two different teaching methods on students in Organic Chemistry. Students were assigned to two types of learning environments, i.e., question-based and traditional learning. All students studied the content through the Internet. Student cognitive styles were identified through the use of field independence and field dependence questionnaires. The 109 participating students were randomly selected from sophomore, junior, and senior students among the colleges of Management, Liberal Arts, and Science at Providence University. The results reveal that the students in the question-based learning study more efficiently than the students in the traditional learning group. This study also concludes that field independent students have better achievement than others.

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