以多群組結構方程模型探討前瞻科技短期跨域實作課程之學習成效

The Learning Outcomes in Short-Term Advanced Technology Interdisciplinary Hands-On Courses Using Multigroup SEM

10.6173/CJSE.202109_29(3).0003

張繐礠(Hui-Tzu Chang)；陳泓勳(Hung-Hsun Chen)

前瞻科技 ； 短期課程 ； 創新教學 ； 跨域實作 ； 學習成效 ； Advanced Technology ； Short-Term Courses ； Innovative Teaching ； Interdisciplinary Practice ； Learning Outcomes

科學教育學刊

29卷3期（2021 / 09 / 01）

245 - 266

繁體中文

本研究目的為探討跨域生與本系生在前瞻科技短期跨域實作課程中的學習成效差異，及影響其學習的相關因素。研究透過訪談瞭解學生課後的認知發展特徵，並比較跨域生及本系生選課動機、主動學習及學習成效之差異。同時也探討主動學習在選課動機及學習成效間的中介效果，及學習初始能力（跨域生、本系生）在研究模型中是否具有調節效果。研究對象為北部一所大學，參與106至108學年度第一學期短期跨域實作課程之學生。本研究採用問卷調查法招募158位選修短期跨域實作學生填寫選課動機、主動學習及學習技能量表，並輔以訪談法招募87位學生敘說學習收穫及困境，並從訪談內容判斷學生的認知發展階段。研究發現學生參與課程後，有81.6%認知發展階段落在理解及應用階段。跨域生及本系生的選課動機、主動學習及學習成效無顯著差異。主動學習能中介選課動機與學習成效間的關係，以及學習初始能力（跨域生、本系生）在研究模型中具有調節效果。

The objective of this research is to understand the differences in learning effectiveness between students in interdisciplinary studies and major degree programs when participating in the short-term advanced technology interdisciplinary hands-on courses, and the factors that contributed to these differences. Interviews provided insight into the cognitive development characteristics and the differences in course selection motivation, active learning, and learning effectiveness among them. The mediation effect of active learning on course selection motivation and learning outcomes, and whether the initial abilities of students had a moderation effect on the proposed models were also investigated. Participants were selected to join the short-term interdisciplinary hands-on courses in the first semester of 106, 107, and 108 academic year in a university located in a northern district of Taiwan. Investigators recruited 158 students to fill out a survey that had them respond to items that investigated their course selection motivation, active learning, and learning skills. Through interviews, 87 students described their gains and dilemmas in studying by judging their cognitive developmental. After students took part in the courses, 81.6% of the students were found to have an understanding of their own cognitive developmental. No significant differences were found in course selection motivation, active learning, and learning outcomes between students in interdisciplinary studies and major degree programs. Further results indicate that active learning mediated the relationship between course selection motivation and learning effectiveness, while initial abilities of both interdisciplinary and major students had a moderation effect on the proposed models.

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