以GLOs模式評量國小學生參與度量衡科技行動教具箱闖關活動之學習成效

Assessing Elementary Students' Learning Outcomes in a Measurement Technology Hands-on Activity Using the GLOs Model

度量衡在我們生活中扮演其重要的角色，與我們生活息息相關，在國小學習階段中不同年級在度量衡有不一樣的學習任務，從基礎認識、單位換算到進階的運算。國立科學工藝博物館發展之度量衡行動教具箱可作為國小中高年級數學與科學跨領域的學習，且有實物操作的設計，應可增加學生的學習興趣。本研究借用行動教具箱在高雄市某國小辦理兒童節闖關活動，採用通用學習成效模式（Generic Learning Outcomes, GLOs）五大構面量表探討252位參加闖關活動之中高年級學生的學習成效。同時以擔任關主的6位六年級學童進行半結構式訪談，以瞭解其參與活動的學習歷程與感受。研究者透過t檢定與單因子變異數分析不同背景變項學生在參與闖關活動後之學習成效。研究結果發現學生們整體知識理解表現在中等左右，而在態度與價值觀及愉悅、啟發與創造兩部份較佳均達4.1以上。在背景變項中發現男、女性別無顯著差異，在國小高年級較中年級學生學習成效表現較佳，同時自覺度量衡知識理解較佳的學生在闖關後的學習表現也顯著高於較不理解的學生。訪談結果之質性資料分析發現，闖關遊戲由學生擔任關主能提升其溝通與表達能力及正向的經驗與態度。

Measurement and units play an important role in our daily lives and are closely related to our everyday activities. During elementary school education, students at different grade levels undertake varied learning tasks related to measurement, ranging from basic recognition and unit conversions to advanced calculations. The Metric and Measurement Mobile Teaching Toolbox, developed by the National Science and Technology Museum, can serve as an interdisciplinary learning tool for mathematics and science in upper elementary grades. With its hands-on design, it is expected to enhance students' interest in learning.
This study utilized the Mobile Teaching Toolbox in a Children's Day challenge activity held at an elementary school in Kaohsiung. The Generic Learning Outcomes (GLOs) framework with its five dimensions was adopted to explore the learning outcomes of 252 upper elementary students who participated in the activity. Additionally, semi-structured interviews were conducted with six sixth-grade students who served as station leaders to understand their learning processes and experiences during the event.
Through t-tests and one-way ANOVA, the researchers analyzed the learning outcomes of students with different background variables after participating in the activity. The results revealed that students' overall knowledge comprehension was moderate, while their performance in attitudes and values, as well as enjoyment, inspiration, and creativity, were relatively better, both scoring above 4.1. Among background variables, no significant gender differences were found, but upper-grade students performed better than middle-grade students. Furthermore, students who self-reported a better understanding of measurement concepts showed significantly higher learning performance after the challenge compared to those with less understanding.
Serving as station leaders not only enhanced students' communication and expression skills but also provided them with positive experiences and attitudes.