| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 105 === The purpose of this study is to explore students’ marine science learning motivation, interest, and achievement in the board game teaching at junior high school level. Board games education were conducted in this study as innovative educational tools that may promote students learning motivation, and interest or enhance learning achievement in marine science course of students at junior high school level. And the board-game teaching often offers a variation in the students, compared with expository teaching. This study developed a Marine Science (MS) Educational Course for junior high school students and designed a board game combining the path of currents in the ocean and marine science concepts. It emphasized on the garbage patch problems in the world, which as the primary educational tool in this course, was named “M.O.S.” (Marine, Ocean, Sea).The study used the quasi-experimental method in the classes, the experimental group (EG) and the control group (CG) with pre-test & post-test. The experiment group was taught by the board-game teaching during the expository teaching of the control group in this course. The study objects were the 9th students of 2 similar level classes in a junior high school in Taipei city. The experimental group contained 25 students, and the control group provided 26 students. The experiment lasted for six weeks. Through the questionnaire as the instruments, which included the marine science motivation inventory, the marine science interest inventory, and the marine science achievement inventory, the experiment was carried out in 12 lessons. The marine science achievement questionnaire set of two parts, the marine science learning achievement test and the marine science propositional concepts sentences making. The study analyzed students’ scores on these inventories by one-way ANCOVA, independent samples to distinguish the differences of students’ learning motivation, interest, and achievement in two groups.
The results of this study were as follows,
1. Regarding the marine science learning motivation, the "Relevance,” Confidence” and the “Total Score” were significantly different.
2. In the marine science learning interest, the “Cognition of the Marine Science” is significantly different.
3. In the marine science learning achievement test, all dimensions including “memory, understand, high-level thinking and total score” were significantly different.
4. For the marine science propositional concepts sentences making, only “Accuracy” had a significant difference.
Finally, the educational implications of this study and recommendations for future scholars and teachers will be proposed.
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