以ARCS動機模式融入引導式探究教學提升九年級生學習動機之行動研究

The Infusing of ARCS Strategy Into Guided Inquiry-Based Instruction to Enhance Ninth Graders' Science Learning Motivation-An Action Research Approach

10.6173/CJSE.202003_28(1).0002

賴志忠(Chih-Chung Lai)；段曉林(Hsiao-Lin Tuan)

ARCS動機模式 ； 行動研究 ； 理化學習 ； 探究教學 ； 學習動機 ； ARCS Model ； Action Research ； Physical Science Learning ； Inquiry-Based Instruction ； Learning Motivation

科學教育學刊

28卷1期（2020 / 03 / 01）

25 - 48

繁體中文

本研究的主旨在探討研究者以Attention, Relevance, Confidence, and Satisfaction （ARCS）動機模式融入引導式探究教學，提升九年級生學習動機之行動研究，本篇論文探討研究歷程所遇到的困難與解決方案，以及學生的學習動機表現。研究對象為中部某城市國中九年級3班學生（N=91），行動研究歷時4個月。資料收集包括：研究者教學反思日誌、學生學習單、學生訪談紀錄及課室活動錄影資料。資料分析採歸納分析法從不同資料交叉比對歸納後提出研究發現。研究者在教學過程，透過教學觀察與反思過程發現與解決教學問題，以提升學生理化科學習動機。結果發現研究者所遭遇的困境為：如何運用ARCS動機策略提升學生動機、如何提升學生學習效率與小組成員互動等問題。研究者運用多元教學策略及學生小組合作方式提升學習效率，以協助學生學習並提升其學習動機。研究後學生對教學方式的回應為：被課程吸引並學到單元核心概念、提升學習信心與成就感、對課程感到公平與滿意等正向情意感受。

The purpose of this action research was to explore the influence of Attention, Relevance, Confidence, and Satisfaction (ARCS) strategy with guided inquiry-based instruction on ninth graders' science learning motivation. This investigation explored two areas: problems faced during the implementation process and the solutions used in the study and students' learning motivation outcomes. Three classes (N = 91) of ninth graders in central Taiwan public school participated in the study, and the study lasted four months. Research data included teacher's reflective journals, students' worksheets, and interviews and classroom videotapes. Researchers used analytic induction analysis methods to compare various sources of data to generate findings. In addition, students' feedback questionnaires were administered at the competition of each unit of topic. Data from these questionnaires were also collected and analyzed. Results indicated difficulties in applying the ARCS strategy to facilitate students' science learning, and improve students' learning efficiency and interact with group members. Solutions used by the first author to address these difficulties were trying to improve students' learning efficiency and learning motivation using multiple teaching strategies. Finally, students' feedback was positive in cognitive and affective aspects. They were attracted by the intervention and increased in their core knowledge of the units. Students also felt confident, successful, well-treated, and satisfied with the ARCS infused guided inquiry-based instruction.

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