反思的學習策略對電磁概念學習遷移的成效

The Effectiveness of Reflective Learning Strategies in Promoting Students' Conceptual Transfer in the Study of Electro-magnetism

本研究採準實驗研究設計的要旨，探討運用不同學習策略的學生在電磁概念學習遷移、反省思考的使用與自然科學習策略的成效。以運用反省思考學習策略的學生為實驗組，使用慣用學習策略的學生為對照組，教學過程歷經三個星期，資料收集包括：電磁概念學習遷移前後測、自然科學習策略前後測、反省思考日誌、課堂活動資料、研究日誌、教學影帶、合適性問卷、晤談等。資料經由分析，結果顯示：（一）兩組在電磁概念水平遷移的表現無顯著差異（p>.05），但，實驗組在垂直遷移的表現優於對照組（p<.05）；（二）實驗組在反省思考的表現比對照組好（p<.05）；（三）實驗組在自然科學習策略的表現比對照組好（p<.05）；（四）90.3％的學生認為研究者所安排的教學活動有助於學習「電磁鐵」單元的主要概念，而有86％的學生肯定反省思考的學習策略對於學習上的幫助；（五）經由教學推理與行動過程後，建立「運用反思的學習策略」之教學模式。

The purpose of this thesis was to investigate the effectiveness of students' conceptual transfer in the study of electro-magnetism, by means of a reflective thinking and learning strategy. A quasi-experimental design was used in this study.The experimental group was instructed to implement a reflective learning strategy while the control group still used a traditional learning strategy. The experimental activities were continued for three weeks. Pre- and post-test data were collected after a test was given on electro-magnetism to determine the effectiveness of the new science learning strategy which made use of conceptual transfer. Reflective journals, class worksheets, research journals, videos on teaching and other activities, questionnaires, and students' interviews were also used. The data was analyzed by ANCOVA and the qualitative method.The results of this research were as follows:（1）No significant difference was found regarding students' conceptual transfer in electro-magnetism learning between the experimental group and the control group（p>.05）. The experimental group had a significantly higher score on vertical transfer than the control group（p<.05）.（2）The experimental group was found to have a significantly higher score for students using reflective thinking（p<.05）.（3）The experimental group was found to have a significantly higher score than the control group on science learning strategy.（p<.05）.（4）The follow-up survey of students indicated that 90.3% of the experimental group agree that the experimental activities promoted their learning of electro-magnetism, whereas 86% of the students agree that a reflective learning strategy for conceptual transfer helps them learn.（5）The researcher has established a suitable teaching model through experimental teaching.