融入式化學實驗對工科學生學習成效的正當性

A Validity of Integrated Chemical Experiments for Engineering Students’ Learning Performances

本研究目的旨在評量融入式教學對工科學生化學實驗學習之成效，並探討其成為實驗教材之正當性。本研究設計採用準實驗研究法對49 位工科學生（實驗組25 位；控制組24 位）進行為期三週之分組教學實驗。應用ANCOVA 統計方法進行數據處理，進而探究學生學習成就與學習態度。研究結果顯示，進行融入式教學策略在學習成就、成對比較、t 考驗、學習態度上皆有顯著的學習效益，且有大的實驗效果。顯示設計一個有效的「化學實驗教學策略」有助於提升工科學生的學習認知與積極學習態度，由此策略的效益可推論本研究所設計的融入式教材成為實驗內容有其必要性。研究結果與其他學者之教學策略相比較，皆有相當一致之正面結果，故此策略教學值得推廣。

The purpose of this study aims at estimating a validity of the integrated chemical experiment unit for 49 engineering students’ learning performances. This study takes a quasi-experimental approach for two group students (25 students of the experimental group and 24 students of the control group) on a three-week learning syllabus. Aided by ANCOVA data, it probes into students’ different learning achievements and attitudes in chemical process. All analyses and result verify that the integrated strategy of experimental learning has more significant and effective learning achievements, pairwise comparisons, learning attitude, and larger effect sizes on students’ learning performances. Therefore, it is dynamic target to design an strategic approach for upgrading the engineering students’ cognitive chemical learning. This tactic learning keeps up with other science researches for the same positive results to justify the validity experiments of learning module group.