| Summary: | 碩士 === 中原大學 === 教育研究所 === 96 === Abstract
The object of this research was to realize the impact of problem-based learning (PBL) teaching model on metacognition performance for college students. We employed case study. 83 freshmen from bioscience technology department of a university in Tao Yuan country were selected to be the research participants, which divided into 14 heterogeneous groups in light of the results in biology aptitude test. The research frequency was two classes a week, and the all research time was lasting eight weeks. The data collecting included students’ portfolios, observation notes, classroom recordings (video and audio), the curriculum and teaching questionnaire, students’ self-assessment, peer-assessment and the interviews. The data was to analyze the interview content and learning portfolios of the learners. The main conclusions of this study were as followings:
1. The metacognition knowledge performances
The metacognition knowledge performances of the participants can divide into three dimensions, which are ‘knowledge about the human’, ‘knowledge about the task’ and ‘knowledge about the strategy’. With regard to ‘knowledge about the human’, the students show the realization of the knowledge for themselves and others. With regard to ‘knowledge about the task’, the students show the realization of the objective, the natures and the difficulties for their tasks. Furthermore, students know how to manage the learning resources. With regard to ‘knowledge about the strategy’, the students not only solve the problem by applying the strategies, but also examine the status of strategies applying.
2. The metacognition executive performances
The metacognition executive performances of the participants also can divide into three dimensions, which are ‘planning and strategy applying’, ‘self-monitoring’ and ‘self-assessment’. With regard to ‘planning and strategy applying’, the students can predict the requirements during the research processes. Furthermore, they perform the planning for the working strategies. With regard to ‘self-monitoring’, the students can monitor their cognitive processes continuously and they can adjust their cognitive actions while meeting the difficulties. With regard to ‘self-assessment’, we find that the students assess their group task and self working efficacy during the research processes.
3. In light of the questionnaire and interviews, problem-based learning teaching model invokes the students’ motivation and active learning; it also helps students to learn more professional knowledge and its applications. Furthermore, problem-based learning teaching model builds the interactive environment for both teacher and students, and enhances the students’ self-identification. The participants also make some suggestions for problem-based learning teaching model.
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