國小社會領域實施問題本位學習對提升學童學習成就之研究

A Sutdy of Practicing Problem-based Learning for Improving Students' Learning Achievement in Elementary Social Study

本研究採準實驗研究法，以屏東縣、某國小五年級四班的學童為研究對象，其中二班為實驗組，另二班為控制組，實驗組接受二個PBL循環教學，控制組則為一般教學，本研究以同儕教師團隊，設計適合國小五年級學生的問題本位學習，並評估其實施成效。研究工具為研究者自編之「國小學童社會領域學習成就測驗」，所得資料以SPSS軟體進行單共變量共變數分析，以驗證相關研究假設，並以立意取樣方式訪談四位學生，以便對研究成效加以補充與解釋；此外，也透過研究討論、教室觀察、問卷、及文件記錄來蒐集資料，進行相關分析與檢證。研究發現，問題本位學習教學對國小學童社會領域學習成就沒有顯著影響，訪談結果也相互呼應。造成此研究結果的可能原因有受先前學習影響、未完全控制兩組差異的中介變項及教學效果的雙峰現象。最後，將就上述研究發現，綜合歸納成結論，並依結論做成建議，以供學校及教師個人之參考。

The purpose of this study is that peer teachers designed a suitable problem-based learning for elementary fifth graders as well as evaluated the implementation effect. This study adopted quasi-experimental design. Participants are four classes of fifth graders in some elementary school in Pintung County. Two classes were experimental group receiving two PBL in two circles and the other two classes were control group receiving general teaching. This research collected data in mixed-methodology. The scales of elementary students' learning achievement in social study organized by the researcher is the instrument. In order to test correlated research hypothesis, the data was analyzed through One-way ANCOVA by using SPSS. Then the researcher interviewed four students by conception sampling to supplement and explain the effect. Moreover, collecting data through research discussion, classroom observation, questionnaires and document record was for correlated analysis and verification. This study showed that Problem-based teaching has non significant effect on elementary students learning achievement in social study and the result of the interview also responded to it. Resulting in the possible causes of this study are affected by the previous study, differences between the two groups is not fully control the mediation variables and the teaching effectiveness of the double peaks.Finally, the results were generalized the conclusion into suggestions which can be used by schools and teachers for references to practice problem-based learning.