八年級學生在科學問題本位學習歷程的自我導向學習行為表現

Self-Directed Learning Behaviors in Science Problem-Based Learning Processes of Eighth Graders

10.6173/CJSE.2013.2103.05

陳毓凱(Yu-Kai Chen)；張賴妙理(Miao-Li Chang Lai)；楊坤原(Kun-Yuan Yang)

自我導向學習 ； 探究取向的學習 ； 問題本位學習 ； 問題解決 ； Self-Directed Learning ； Inquiry-Based Learning ； Problem-Based Learning ； Problem Solving

科學教育學刊

21卷3期（2013 / 09 / 01）

345 - 370

繁體中文

本研究採個案研究法探討桃園縣國中八年級一個班級的學生（共38人）在科學問題本位學習（Problem-Based Learning，PBL）歷程的自我導向學習（Self-Directed Learning，SDL）行為表現。各種質性資料分析發現，在遭遇結構模糊的問題後，各組學生便運用先備知識並經腦力激盪而擬定小組的學習議題與行動計畫。依據小組的行動計畫，每位組員分工搜尋各類學習資源以進行自我學習，並透過小組討論自由地分享和比較彼此的想法，逐步培養互信並進行知識建構。最後，各組運用電腦將解題歷程與解決方案加以呈現，再以自評表和組員互評表來評鑑、反思自己與其他組員的學習表現。由PBL提供之真實性問題情境及主動學習、小組討論等活動可使學生從學習中體會科學知識的實用價值並提升自我效能，因而激發和維繫其學習動機，驅使各組學生運用各種SDL技能以完成解題任務。這些發現顯示PBL有助於發展八年級學生的SDL技能。

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