A comparative study of student’s achievement by subject-based learning、problem-based learning and web-based problem-based learning.

• Main Authors: Shih-Hua Lin, 林詩華
• Other Authors: Der-San Chuu
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/29337003318915620979

碩士 === 國立交通大學 === 理學院網路學習碩士在職專班 === 92 === The purpose of present study is to propose a feasible and efficient teaching strategy to accomplish the goal of education reform. Three strategies, namely subject-based learning (SBL), problem-based learning (PBL) and problem-based learning incorporating the web-internet (WPBL), are proposed to study the topic of water rocket. Quasi-experimental design is used for collecting the necessary information of this study. The tools including an improved web-internet based two tier diagnostic examination of the fundamental concepts in the topic of water rocket, a questionnaire of learning altitude toward natural science and a questionnaire of PBL group discussion are employed in present study. The participants of this research come from three classes of grade 8th students of a public junior high school in Tau Yuan county. The students were divided into three groups, each group was taught by one teaching strategy respectively. The difference of the achievement among the students are analyzed and discussed in detail. Our result indicates that all three classes performed better in the post-test of science attitude, while only the class taught by WPBL is able to progress significantly. In the post-test of web-based- improved-two-tier diagnostic examination, both classes taught either by SBL or by WPBL achieve better significantly, especially the progress of the latter is more prominently. For the PBL group discussion questionnaire, the response of the class taught by PBL and the class taught by WPBL are quite well. The average grade of the class taught by WPBL was higher than the class taught by PBL, however, the difference between these two classes does not manifest significant level.