不同學習風格學生在專題導向式的學習成效分析--以田野技術課程為例

• Main Author: 呂宜勳
• Other Authors: Wei-Lung Wang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/75531247082943253616

碩士 === 國立彰化師範大學 === 生物學系 === 99 === Abstract In this study, the field biology courses (FBC) is conducted with project-based learning (PBL) strategy. It is hoping to improve student academic achievement, and exploring how to increase the studensts interest in FBC and finding out the difficulties in applying PBL. FBC is designed to enhance the ability of students to investigate and analyse the data of biological survey which is usually applied to biological research. Subsequently, FBC is necessary for the students of biological-related departments. Learners with different learning styles will affect the effectiveness of learning. Therefore, this study intends to explore the effectiveness of learning achievement, and learning awareness by using PBL in FBC of different learning styles and gender. There are 31 participants from three universities in the middle Taiwan,who have prior practiced the relevant biological courses. Research tools are "Kolb learning style inventory", "Field biology course achievement test", "Questionnaire of FBC study awareness", "Semi-structured interview questionnaire of FBC study awareness." The results showed that the average score of achievement test was progress 20.33 points, and its performance reached significant difference (p <.001). The progress of different learning style students in the achievement test scores are significant differences (p <.05). Post hoc analysis of paired comparisons show that the progress score of accommodating student has higer average difference score 22.44 than converging student, and reached significant difference (p <.01). In addition, the average difference score of accomodating students with the assimilating students were 19.38, and reached significant difference (p <.05). The achievement of accommodating students is better than that of the assimilating students by using PBL in FBC. There is no significant difference in different gender achievement test scores on average, showing different gender have the same progress on achievement test scores. Learning awareness of applying PBL in FBC was positive attitude towards.