運用微課程影片推動能源教育議題自主學習之初探

Preliminary Examination of Use of Micro-course Videos to Promote Self-learning in Energy Education Topics

10.6306/JITE.202407_(17).0007

張美珍(Mei-Chen Chang)；郭晴之(Ching-Chih Kuo)

能源教育 ； 自主學習 ； 微課程影片 ； energy education ； self-learning ； micro-course videos

工業科技教育學刊

17期（2024 / 07 / 01）

135 - 156

繁體中文;英文

研究背景：能源教育是全球性的議題，於12年國教中雖非正式的領域課程，卻是19項重要議題之一，且與我們的生活息息相關，足可見其重要性，期待透過微課程影片讓學生進行自主學習，以提升國小學生於能源教育相關的知識概念。研究目的：探究微課程影片自主學習課程推動國小能源教育議題的學習成效，提出教學省思與研究建議。研究方法：本研究以青青國小（化名）高年級共67位學生為研究對象，運用能源教育微課程影片讓學生進行自主學習。透過「能源教育認知概念」之前、後測成績進行成對樣本t檢定，以量化方式探究學生之學習成效，再透過學生訪談、學習心得回饋及教師觀察紀錄等質性資料的蒐集與分析，深入探究量化分析之成果並提出教學省思及回饋意見。研究發現：研究結果發現透過微課程影片讓學生進行自主學習能有效提升學生於能源教育的認知概念；活潑有趣、與生活經驗相關且涵蓋檢核點設計的微課程影片，能提升學生學習的興趣與專注度；理論性的概念透過自主學習，不易提升學習成效。結論與建議：有趣的動畫且與生活相關的影片內容相較於傳統的講述式教學更能激發學生的學習興趣，藉由檢核點的設計，讓學生更專注於學習，透過微課程影片進行自主學習能提升能源教育的知識概念。理論性的概念建議融入學科領域進行教學，透過教師的引導與解說，應可更有效的提升學生的概念理解。

Background: Energy education is a global concern. Although not officially a part of the 12-year basic education, energy education is one of the 19 important issues directly affecting our daily lives. This study facilitated self-learning among elementary school students using micro-course videos, enhancing their knowledge and concepts pertaining to energy education. Purpose: Teaching reflections and research recommendations were proposed after examining the teaching outcomes when promoting energy education in elementary schools through self-learning with micro-course videos. Methods: We enrolled 67 higher-grade students in Qingqing Elementary School (a pseudonym). Participants engaged in self-learning using micro-course videos related to energy education. The students' learning outcomes were examined by quantitatively assessing their "awareness of energy education concepts" in the pretest and posttest and conducting paired sample t tests. Subsequently, by collecting and analyzing qualitative data such as student interviews, learning reflections and feedback, and the teachers' observation records, we delved into the quantitative results to offer our teaching reflections and feedback. Results: The use of micro-course videos for self-learning can effectively increase students' awareness of energy education concepts. Micro-course videos that are lively, related to the students' life experiences, and designed with review points can increase students' learning interest and concentration. However, self-learning of theoretical concepts can hardly improve their learning outcomes. Conclusions: Videos with engaging animation and relatable content are more likely than traditional lectures to motivate students to learn. The design of review points focuses the students' attention on learning, indicating that self-learning through micro-course videos can enhance their knowledge and concepts pertaining to energy education . We recommend teaching theoretical concepts by integrating them into learning subjects; and guidance and explanations from teachers are expected to be effective in improving students' conceptual understanding.