IDM設計課程運用於國小社會領域對問題解決能力影響之研究

Effect of Inquiry Design Model Curriculum on Problem-Solving Skills in Elementary Social Studies

本研究旨在採國小六年級社會領域作為研究範疇，運用C3探究弧架構及IDM設計課程進行實驗教學，希冀瞭解是否提升學生在社會領域學習上的學習成效及解決問題的相關能力。透過桃園市某國小四班六年級學生作為研究對象，運用準實驗設計進行十二節的教學活動，以瞭解實驗組與對照組學生的學習情形。
從「議題解決測驗」以及課程討論單與學習單等進行資料分析，其研究發現分析學生在議題解決等量化資料發現，透過IDM設計課程能有效讓實驗組在蒐集資料、評估問題解決方案的有效性及執行評鑑等能力表現上優於對照組且達到顯著水準。而兩組學生在界定問題及應用策略解決問題的表現上，雖然未達到顯著差異，不過進一步運用詹森內曼法分析發現，IDM課程設計能有效提升低程度學生的能力。實驗組在課堂表現中可以觀察到教師的引導以及運用大量資料的任務安排，能有效提升學生自我觀點的論證及評估公民行動可能面臨的問題，進一步達到規劃知情行動之能力。

This study explored how the C3 inquiry arc and inquiry design model enhance learning outcomes, such as learning ability, motivation, and problem-solving skills, in sixth grade social studies. A quasi-experimental design was used, where qualitative findings supplemented quantitative ones. The participants were four sixth-grade students in an elementary school in Taoyuan City.
Treatment and control groups participated in different learning activities. The intervention was conducted over 12 lessons. Problem-solving skills were assessed, and the contents of inquiry design model discussion sheets and worksheets were analyzed. The key findings include the following. (1) In problem-solving tests, no significant differences were observed between the groups in identifying solutions and applying strategies, although performance among low-achievers improved in the experimental group. (2) The experimental group demonstrated significantly better skills in collecting information, evaluating problem-solving plans, and conducting evaluations compared with the control group. (3) Classroom performance improved and students improved their ability to develop arguments to support their perspectives.