The Effect of School-based Adventure Education on Problem Solving: A Quasi-Experiment

以體驗學習課程提升問題解決能力之準實驗研究

10.6783/JAAEE.201512_(9).0005

鍾才元(Tsai-Yuan Chung)；柯景耀(Jing-Yao Ko)；陳明終(Ming-Chun Chen)；楊政穎(Cheng-Ying Yang)

體驗學習 ； 冒險教育 ； 問題解決 ； 準實驗研究 ； 綜合活動學習領域 ； experiential learning ； adventure education ； problem solving ； Integrated Activities and Learning ； quasi-experiment

體驗教育學報

9期（2015 / 12 / 31）

53 - 81

英文

本準實驗研究探討以校內體驗學習課程提升學生問題解決能力之成效。研究者於臺北市區某一國小六年學生中隨機抽取二班學生作為樣本，隨機分派其中一班為實驗組，另一班則為控制組，兩班人數相等，各有男生16人，女生17人。實驗組學生參加為期六週、於綜合活動領域課程時間進行之低冒險性體驗學習課程，控制組學生則參加例行之綜合活動領域課程。二組於實驗前後各參加一次問題解決能力測驗（詹秀美、吳武典，2007）。每位學生在此測驗可得三個分量表分數（界定問題、解決問題、預防問題）與二個向度分數（變通性及有效性）。研究者以二組學生在問題解決能力測驗之前測分數作為共變數，以後測分數作為依變數，進行二因子（組別x性別）共變數分析。分析結果顯示，實驗組學生在解決問題、預防問題、變通性、與有效性方面的表現均優於控制組學生。根據實驗結果，研究者提出綜合活動領域課程、學生輔導與後續研究之相關建議。

This paper describes a quasi-experiment that examined the effect of school-based adventure education on students' problem-solving skills. Two classes of 6th-grade students were randomly assigned to an experimental group (EG) or a control group (CG). While CG students were attending their regular curriculum of Integrated Activities and Learning, EG students participated in a 6-week school-based adventure education program composed by 18 activity units, each featuring a portable low-risk adventure activity. Prior to and after the experiment, both EG and CG were administered the New Edition of Problem-Solving Test (Chan & Wu, 2007), which yielded three mini-test scores (defining the cause, solving the problem, and preventing the problem) and two dimension scores (flexibility and effectiveness). In order to examine whether EG outperformed CG on the five measures of problem solving, the participants' performance on the problem-solving test at the end of the experiment was analyzed by 2 (Group) x 2 (Gender) analysis of covariance, with their pretest score as a covariate. Results revealed that EG scored significantly greater than CG in problem solving , problem preventing, flexibility, and effectiveness. The results are discussed in terms of implications on curriculum and implementation of Integrated Activities and Learning and student counseling, followed by suggestions for future research.

1. 吳崇旗(2012)。戶外冒險教育活動效益預測因子之探討。臺灣體育運動管理學報，12(1)，75-99。
   連結：
2. 吳崇旗、馬恭宏、林蕙君(2013)。以冒險教育生活效能為導向之繩索課程設計。人文社會科學研究，7(3)，127-142。
   連結：
3. 吳崇旗、謝智謀(2006)。探討戶外冒險教育的效益。中華體育季刊，20(3)，43-53。
   連結：
4. 尚憶薇、周婉茹(2012)。體驗式團隊建立活動方案融入體育課程提升青少年自我概念之發展。中華體育季刊，26(3)，371-378。
   連結：
5. 林立、林杏足(2013)。冒險治療之自然體驗團體對社會退縮青少年介入影響之研究。體驗教育學報，7，60-96。
   連結：
6. 謝智謀(2005)。冒險治療。國立體育學院論叢，16(3)，193-204。
   連結：
7. 謝智謀、吳崇旗(2012)。單日繩索挑戰課程對莫拉克災區學童復原力之影響。體驗教育學報，6，29-44。
   連結：
8. 謝智謀、吳崇旗、謝宜蓉(2007)。體驗學習融入休閒教育課程之實施成效研究。運動休閒餐旅研究，2(4)，39-50。
   連結：
9. Outward Bound (2014). http://www.outwardbound.org/about-outward-bound/
10. Bandura, A.(1977).Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review,84(2),191-215.
11. Bandura, A.(1965).Vicarious processes: A case of no-trial learning.Advances in Experimental Social Psychology,2,1-55.
12. Berry, M.(ed.),Hodgson, C.(ed.)(2011).Adventure education: An introduction.NY:Taylor & Francis.
13. Bowen, D. J.,Neill, J. T.(2013).A meta-analysis of adventure therapy outcomes and moderators.The Open Psychology Journal,6(1),28-53.
14. Bransford, J. D.,Stein, B. S.(1993).The IDEAL problem solver: A guide for improving thinking, learning, and creativity.New York:Freeman.
15. Davidson, J. E.(Ed.),Sternberg, R. J.(Ed.)(2003).The psychology of problem solving.NY:Cambridge University Press.
16. Estes, C.,Ewert, A.(1988).Enhancing mixed-gender programming: Considerations for experiential educators.The Bradford Papers Annual,3,10-19.
17. Ewert, A. W.,Sibthorp, R. J.,Sibthorp, J.(2014).Outdoor adventure education: Foundations, theory, and research.Champaign, IL:Human Kinetics.
18. Gass, M. A.(Ed.)(1993).Adventure therapy: Therapeutic applications of adventure programming.Dubuque, IA:Kendall/Hunt Publishing Company.
19. Gass, M. A.,Gillis, L.,Russell, K. C.(2012).Adventure therapy: Theory, research, and practice.New York:Routledge.
20. Glaser, J. S.,Shoffner, M. F.(2001).Adventure-based counseling in schools.Professional School Counseling,5(1),42-48.
21. Goldenberg, M.,Soule, K. E.(2014).A four-year follow-up of means-end outcomes from outdoor adventure programs.Journal of Adventure Education & Outdoor Learning,1-12.
22. Hattie, J.,Marsh, H. W.,Neill, J. T.,Richards, G. E.(1997).Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference.Review of Educational Research,67(1),43-87.
23. Hogan, J. M.(1968).Impelled into experiences: The story of the Outward Bound schools.London:Educational Productions.
24. Hong, L.,Page, S. E.(2004).Groups of diverse problem solvers can outperform groups of high-ability problem solvers.Proceedings of the National Academy of Sciences of the United States of America,101(46),16385-16389.
25. Luckner, J. L.,Nadler, R. S.(1997).Processing the experience: Strategies to enhance and generalize learning.Dubuque, IA:Kendall/Hunt Publishing Company.
26. McKenzie, M. D.(2000).How are adventure education program outcomes achieved?: A review of the literature.Australian Journal of Outdoor Education,5(1),19-28.
27. Prouty, D.(Ed.),Panicucci, J.(Ed.),Collinson, R.(Ed.)(2007).Adventure education: Theory and applications.Champaign, IL:Human Kinetics.
28. Scrutton, R. A.(2014).Outdoor adventure education for children in Scotland: Quantifying the benefits.Journal of Adventure Education & Outdoor Learning
29. Sternberg, R.(2012).Cognitive psychology.Singapore:Cengage Learning.
30. Tarim, K.(2009).The effects of cooperative learning on preschoolers' mathematics problem-solving ability.Educational Studies in Mathematics,72(3),325-340.
31. Williams, W. M.,Sternberg, R. J.(1988).Group intelligence: Why some groups are better than others.Intelligence,12(4),351-377.
32. 詹秀美、吳武典(2007)。新編問題解決測驗。台北市=Taipei:心理=Psychological Publishing。
33. 謝智謀譯、王怡婷譯、Knapp, Clifford E.(2003)。體驗教育－帶領內省指導手冊。台北市:幼獅文化。
34. 謝智謀(2003)。另類學習方式－體驗學習。教師天地，127，6-15。
35. 謝智謀、吳崇旗(2007)。探討冒險治療對邊緣青少年的效益。輔導季刊，43(4)，9-16。
36. 謝智謀、許涵菁、體驗教育團隊(2010)。體驗教育：從150 個遊戲中學習。桃園:亞洲體驗教育學會。