融入團隊導向學習策略對於學習成效影響之探討：以醫學影像暨放射科學系普通物理學為例

The Impact of Integrating Team-Based Learning Strategies on Learning Effectiveness: Taking General Physics in the Department of Medical Imaging and Radiological Sciences as an Example

饒若琪(Jo-Chi Jao)

團隊導向學習 ； 學習成效 ； 普通物理學 ； Team-Based Learning ； Learning Effectiveness ； General Physics

台灣應用輻射與同位素雜誌

20卷1期（2024 / 06 / 01）

2279 - 2288

繁體中文;英文

團隊導向學習（Team-based learning, TBL）是一種以學生為主的教學策略，近年來除了已廣泛應用於醫學領域外，也越來越多應用於基礎科學課程，已有多篇文獻呈現TBL能提升學生的學習成效。普通物理學是醫學影像暨放射科學系學生的必修科目，學生常反應普通物理學很困難，擔心學不好。本研究旨在探討授課教師融入TBL教學策略時，學生之學習成效及學習經驗。108學年度上學期修讀普通物理學之大一學生參與此研究，研究方法採用量性質性混合方法之設計。整學期執行六堂TBL，主題包括功與能、轉動、平衡／彈性／重力、波動、電學及磁學。每次TBL流程包括課前預習、個人前測（IRAT_pre）、小組測試（GRAT）、試題討論、應用活動、短講、個人後測（IRAT_post）、同儕互評及問卷回饋。量性資料包括學生的IRAT_pre、GRAT與IRAT_post分數，以及回饋問卷中封閉式問題的分數。質性資料包括回饋問卷中開放性問題的填寫內容。分析結果呈現學生的學習成績有增加，自主學習、溝通表達及團隊合作的能力也有提升。此研究可作為對於TBL有興趣的教師，未來能精進教學及進一步提升學生學習成效的參考。

Team-based learning (TBL) is a student-centered teaching strategy. Not only has it been widely used in the medical field, but it is also increasingly used in basic science courses. Many literature has shown that TBL can improve students' learning effectiveness. General physics is a required course for students in the Department of Medical Imaging and Radiological Sciences. Students are often worried that they will not learn general physics well because it is very difficult. This study aimed to explore students' learning outcomes and learning experiences when the teacher incorporated TBL teaching strategies. In the first semester of the 2019 academic year, first-year students taking general physics participated in this study. A mixed- method design was adopted. Six TBL modules were performed throughout the semester, with topics including work and energy, rotation, equilibrium/elasticity/gravity, wave, electricity and magnetism. Each TBL process included preview before class, individual pre-test (IRAT_pre), group test (GRAT), question discussion (appeal), application activities, mini-lecture, individual post-test (IRAT_post), peer evaluation and questionnaire feedback. Quantitative data included students’ IRAT_pre, GRAT and IRAT_post scores, as well as scores on closed-ended questions in the feedback questionnaire. Qualitative data included the content of the open-ended questions in the feedback questionnaire. The results show that students' academic performance has improved, and their abilities in self-learning, communication and teamwork have also improved. This research might be helpful for teachers who are interested in TBL to improve their teaching and further to improve student learning effectiveness in the future.