高中科技課程翻轉教學對學習知覺效果的性別差異

The Gender Difference of Learning Perception in the Flipped Teaching of High School Technology Curriculum

10.6173/CJSE.202003_28(1).0001

林建良(Chien-Liung Lin)；蔡俊彥(Chun-Yen Tsai)

性別差異 ； 學習興趣 ； 翻轉教學 ； Gender Differences ； Individual Interest ； Flipped Classroom Teaching

科學教育學刊

28卷1期（2020 / 03 / 01）

1 - 23

繁體中文

本研究旨在探討高中科技課程翻轉教學中男、女生認知、技能及興趣上學習知覺的效果差異，藉以提供高中科技課程翻轉教學設計的參考。研究者採用混合方法分析男、女生對太陽能車學習知覺的差異，量化資料主要以課程回饋單及學習興趣問卷為主，質性資料包含學習問卷及學生晤談等。研究對象為南臺灣某高中實施以太陽能車相關光電科技為主題科技課程的班級，共45位學生，女生14人及男生31人。無母數考驗分析發現男、女生對太陽能車認知及技能的學習知覺無顯著差異，另經無母數考驗分析亦發現，男、女生的情感相關個人興趣在翻轉教學前後有顯著差異。2次曲線模式分析發現男、女生的情感相關個人興趣呈現先降後升的趨勢。質性資料分析則發現女生對於科技課程翻轉教學的學習興趣較偏好在合作互助方面，而男生則以動手做為主。研究發現科技課程翻轉教學中男、女生認知及技能的學習知覺無差異，而在情感相關個人興趣有差異。建議高中科技課程翻轉教學可多安排合作動手做的課程設計，藉以增進學生情感相關個人興趣。

This study aimed to measure the gender differences in cognition, skill, and individual interest during the implementation of a flipped classroom teaching approach in a high school technology course. A mixed methods approach was used to analyze collected data. Quantitative data were collected using a course feedback sheet and learning interest questionnaire. Qualitative data were collected using a learning questionnaire and student interviews. A total of 45 students (14 females; 31 males) from one class on solar vehicles in a high school located in southern Taiwan participated in this investigation. A nonparametric Mann-Whitney U analysis test showed no significant gender difference in cognition and skill in learning solar vehicles. Additional results from the same test, however, did show a significant gender difference for individual interest in learning solar vehicles at the end of the course. The analysis of quadratic curve grow model revealed that individual interest between female and male students first decreased and then increased. The qualitative findings showed that female students were more interested in the collaborative process during instruction, while male students were more interested in operating the solar vehicle. Finally, flipped instruction of technology course taught students to apply their cognition and skill in the experience of the practical operation of a solar vehicle. This study suggests that the flipped instruction design in a high school technology course affects boys' and girls' learning differently while providing a suitable learning environment.

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