非制式化學課程教學對中小學生元素概念及情境興趣之影響

本研究旨在開發非制式化學課程促進國小高年級至國中二年級學生的元素概念理解與情境興趣，並進一步探討提升情境興趣之影響因素。本研究以元素週期表為學習主題，研究對象為36位國小高年級與國中一至二年級學員，其中國小五年級9位、國小六年級13位、國中一年級11位及國中二年級3位，其參與6小時於博物館實施的「元素帝國進行曲」夏令營，於活動前後填寫「元素概念理解問卷」與「情境興趣量表」，以瞭解課程教學對學員元素概念理解與情境興趣的影響。教學後填寫「課程教學感知問卷」，用以瞭解影響學員情境興趣的因素。研究結果發現，非制式化學課程教學能提升學員之元素概念理解，亦能提升其情境興趣；而提升學生情境興趣的主要因素為能動手操作，其次為感覺愉悅、學習有意義、能自由探索、有成就感等。

The purpose of this study was to develop an informal chemistry course to promote concept understanding and situational interest towards chemical elements among students from upper grade elementary school to second grade junior high school, and to further investigate the factors of situational interest. The Periodic Table of the Elements was used as the learning theme in this study, and the participants were 36 students from senior elementary school to second grade of junior high school in a 6-hour informal chemistry summer camp held at the museum, including 9 students in fifth grade, 13 students in sixth grade, 11 students in seventh grade, and 3 students in eighth grade. Before and after course and teaching, the participants filled out the“Questionnaire of Concept Understanding toward Chemical Elements”and the“Scale of Situational Interest”to understand the impact on participants’conceptual understanding of elements and situational interest. After teaching, the participants filled out the“Questionnaire of Course and Teaching Perception”for the investigation of factors that promote the participants’conceptual understanding in this summer camp. According to the results of this study, we conclude that the teaching of informal chemistry course can enhance concept understanding and situational interest towards chemical elements for students from upper grade elementary school to second grade junior high school. The factors that promote students’situational interest towards chemical elements is the ability to do hands-on activities, followed by feeling happy, learning meaningfully, being able to explore freely, and feeling a sense of accomplishment.