| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === This study aims to investigate the influence of Project-Based Learning (PBL) method implemented in Biology course on students' “life attitude”, “learning motivation” and “collaborative problem solving abilities”, as well as the problems and solutions for the implementation of PBL. This study employed single-group pre and post test experimental design. The participants were divided into 34 groups for 200 senior science students. Each group with 5-6 members drew up a special topic related to the Biology course of the high school, and studied PIPER's model for six months. Research instruments used in this study were “life attitude scale”, “science learning motivation scale” and “collaborate problem solving self-assessment scale”. The measurement took place before, middle and after the intervention. Quantitative data was obtained by descriptive statistics, repeated measure analysis of variance, supplemented by student interview record, focus group interview records, files, questionnaire feedback and qualitative data to get a better understanding of the real situation of students.
The results showed that PBL activity has significant effects on students ' life attitude. All dimensions of “life attitude”, namely “ideal of life”, “sense of being” and “respect and love” have shown significant growth, except “love and concern”. The PBL activity has significant effect on the students ' learning motivation. All dimensions in “learning motivation” such as “self-efficacy”, “ active learning strategy”, “ science learning value ”, “non-performance goal ” and “ learning environment stimulation” were significantly advanced except “achievement goal”. Students' CPS ability improved significantly after PBL activity. Subscales core skills “collaborative skills” were significant growth, while the subscales in the “personal problem solving skills”, such as “exploring and understanding”, “representing and formulating” and “monitoring and reflecting” were significantly advanced except “planning and executing”.
During the implementation of PBL, there were various issues raised such as instructor’s professionalism, social networks, monitoring and supervising students through PBL check lists, teacher-student relationship, resources, time, experience and etc. Researcher has provided comprehensive measurement to solve the above problems with proper evaluation. At the end, suggestions have been given as references for PBL and life educationalists, schools, as well as future researchers.
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