國小生物多樣性科學桌遊設計與教學應用

Design and Teaching Application of the Biodiversity Scientific Board Game for Elementary School Students

認識生物多樣性及相關議題應納入國小學習階段的課程，除了教導生物多樣性的概念知識外，更應加強生活情境與社會聯結的關係。本文研究目的在於報導科學桌遊的設計與應用於課室教學，幫助國小學生認識臺灣的原生種與外來種的競爭關係與環境保育問題。藉由桌遊的高互動性與趣味性，讓國小學生能實際操作與體驗臺灣原生種動物所面臨的困境與威脅。桌遊教學是以學生分組團隊合作的形式進行，小組成員能彼此收集資訊交換情報，透過討論協商擬訂出適當的行動策略，以解決問題並完成任務目標。本研究採質性的課室觀察、課室錄影、學習單、團體訪談的形式收集資料與分析，了解國小學生在桌遊教學過程中的學習狀態與行為表現的比例，供桌遊教學應用之參考。針對四個場次共102位國小學生進行200分鐘的桌遊教學，結果顯示，國小學生能保持較長時間的課堂專注力與興趣，具有一定的學習成效。課室觀察紀錄呈現出科學桌遊的教學確實能引發國小學生主動解決問題，達到有效的團隊交流溝通與合作。此外，課室錄影編碼分析結果顯示，不同的教師主持桌遊教學，學生的參與過程與行為表現具有差異性。

Understanding the concept of biodiversity and its relevant issues is important for elementary school students. In addition to the scientific knowledge of biodiversity, the issues should be connected to students' living contexts and societal situations. This study designed and used a scientific board game in classroom teaching, in attempt to helping elementary school students to understand the problem of invasive species threaten to native ecology and the urgency of environmental conservation in Taiwan. The interactive and joyful nature of board games allow elementary school students to learn to deal with the dilemmas and threats faced by native species. Students work in group to collect and exchange information, and through discussion and negotiation, they decide an action strategy to solve problems and complete task goals. During the board game teaching process, the empirical data including classroom observations, classroom videos, learning sheets, and group interviews were collected and analyzed in order to provide references for field implementation. A total of 102 elementary school students have participated in 4 sessions of 200-minute board-game instruction. The results show that almost all of the students could maintain focus and interest for a long period of time in the classroom, and their learning outcomes were effective. Classroom observation records reveal that board game instruction indeed triggered students' motivation to actively solve problems and cooperate with team members. Classroom video coding analyses also suggest that different host teachers could make students perform the gaming behaviors differently, presenting in the execution and waiting stages of game rounds.