高中科學班畢業生之追蹤研究：高中學習經驗探討 A Follow-Up Study on the Learning Experiences of Students who Graduated From High School Science Classes

• Main Authors: 于曉平 Hsiao-Ping Yu, 張靖卿Ching-Ching Chan, 凌美璦 Mei-Ai Lin
• Format: Article
• Language: English
• Published: National Taiwan Normal University 2019-12-01
• Series: Journal of Research in Education Sciences
• Subjects: 科學班; 追蹤研究; 高中學習經驗; 教育安置; education placement; follow-up study; learning experience in high schools; science class
• Online Access: http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=244&ItemId=1730&loc=tw#

本研究針對 101～104 學年第一屆至第四屆科學班畢業且進入大學就讀之學生進行追蹤調查，以瞭解其在高中的各項表現與對高中課程的看法，同時進行與數理資優班、普通班自然組學生之比較，藉此探討不同教育安置型態下學生的學習經驗，提供教育主管機關與學校課 程設計和特殊類型班級安置之參考。共回收九校科學班畢業學生 454 份問卷，另包含數理資優班 346 份與普通班自然組 727 份問卷，經由描述性統計與變異數分析結果發現，科學班學生對高中課程的滿意度高，亦認為科學班的學習對其問題解決與自學等能力的提升有幫助， 此部分與數理資優班、普通班自然組學生整體差異不大。然而，科學班學生提出相關的改進意見，除了課程較無法做到差異化教學，滿足每位學生的需要，另需加強對人文素養與情意輔導的重視，並應加強相關的配套措施，因先修課程同時得面臨高三的升學壓力，升學管道的暢通成為一大關鍵，科學班的甄選也應以真正對基礎科學有興趣的學生為主，以達成科學班設立的目標與宗旨。 This is a follow-up survey to understand the performance of students who graduated from senior high school science classes and have entered a university as well as to obtain their views on the curriculum and learning experience. The study also compared gifted students in the math/science curricular classes and students in regular classes to provide a reference to education officials regarding curriculum design and the identification and placement of gifted students. In this study, a total of 454 questionnaires were collected from science class students, with 346 questionnaires from the gifted class students in math/science and 727 questionnaires from the regular class students. According to the results of descriptive statistics and analysis of variance, science class students were highly satisfied with their high school curriculum and their learning and felt that the curriculum had increased their problem-solving and self-learning abilities. No significant differences were found in most items between gifted class students and regular class students. However, many science class students provided some suggestions for improving the transition to higher education and selecting more suitable students to enter these classes.