社會科學議題導入教學對大學生學習成效之影響

Effects of College Students' Learning through Social Scientific Issue Intervention

微生物牽涉整個生態能量流動和物質循環，在環工領域極為重要，但環工系 學生對環境微生物學的學習態度及表現仍有進步空間，且對環境關心度及行動力 不足。本研究以涵蓋環境微生物核心知識的墾丁萬里桐為教學場域，並將社會性 科學議題「悠活處理過及萬里桐社區未處理的生活污水排放對海洋環境的影響」 融入教學，對環工系 96 位大學生進行異質分組合作教學。除知識建構、實地污 水處理廠參訪、珊瑚礁岸生態觀察及海洋環境健康監測實作，課堂上以改良式團 隊導向學習法強化學習內容，以紙筆測驗、報告及環保態度問卷做量化和質化多 元評量。量化學習成效以成對樣本 T 檢定以及單因子變異數分析，發現學習成效 顯著優於傳統教學，且拉近背景程度上分歧，但高層次的思考力差異仍存在。而 質性學習成效方面，本研究建立評量尺規了解學生社會科學議題推理能力，結果 呈現學生在「理解」及「創新」分數較高，「評估」分數較低，表示以科學數據專 業推理及論述衝突性環境議題的科學本質素養能力仍要加強。此外，學生在環境 態度量表上的得分明顯提升。本研究嘗試實務領導理論教學模式，發展跨領域在 地社會性科學議題介入教學教案，並建立推理能力評量尺規，提供環工教學方向 參考。

Recently students lack motivation in studying Environmental Microbiology and they still have room for improvement in their learning attitudes and achievements. Furthermore, they also have low concern about the environment. Therefore, this study chose Wanlitong in Kenting, Taiwan as the teaching field, which covers the core knowledge and the Social Scientific Issue of ''The impacts of YOHO Beach Resort with treated sewage discharge and the Wanlitong community with untreated domestic sewage discharge on the marine environment''. Ninety-six college students participated in one-semester of modified Team-based Learning. Building background knowledge, a field trip, an ecological survey, and water quality tests on local beaches were the classroom activities. Paper-pencil tests, a written report, and a questionnaire were used for multiple assessments. Quantitative results of one-way ANOVA and paired samples t-tests reveal that students' learning efficiency has been significantly improved. Although the high-level thinking skill was not changed significantly, the differences in educational background have been offset. The results of qualitative analysis show that students' performances in ''multi-faceted understanding'' and ''suggestions for innovation'' were the best, while ''inferential analysis and interpretation based on data'' were the worst. Besides, students' environmental attitude was increased. This research applied the leading theory teaching method, introduced an interdisciplinary local social scientific issue into the lesson plan, established a rubric determining reasoning ability, and provided guidance to improve teaching methods for Environmental Engineering students.