The Effectiveness of the Problem-Based Learning in different problem structures on the Self-Directed Science Learning Performance of Eighth-Grade Students

• Main Authors: Shiao-Yun Li, 李筱雲
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/22213592850416070531

碩士 === 中原大學 === 教育研究所 === 97 === The object of this study is to realize the effectiveness of the problem-based learning (PBL) teaching model on the science course of eighth-grade students. By designing the PBL teaching of different structures, this study is aimed to investigate the difference of self-directed science learning between the control students adopted by ill-structured problem and experimental students adopted by well-structured problem, and also to discuss the self-directed science learning performance between these two groups. An unequal group pretest-posttest design was employed in this study. Two eighth-grade classes of a public junior high school in Tao Yuan country were selected to be the research sample. The research frequency is three units, and each unit includes eight classes; the all research time is total twenty-four classes. The employed research instrument for quantitative study was Self-Directed Science Learning Readiness Scale. Data were collected mainly from the quantitative study and also the qualitative interview, including teaching record, interview and learning profiles. The statistical analyses to analyze quantitative data were Paired-Samples T Test and one-way ANCOVA. The results are summarized as follows. Firstly, Quantitative findings: The use of PBL teaching method based on ill-structured problems has generally shown significant advantages in the following five natural science learning facets: “meta-cognition strategies (execution and evaluation)”, “preferences”, “resource-management strategies”, “self-efficacy” and “meta-cognition (planning)”. Only the “achievement motive” category has not reached any significant differences. Conversely, well-structured PBL methods revealed significant advantages in both “resource-management strategies” and “meta-cognition strategies (planning)”, but not as feasible in “meta-cognition strategies (execution and evaluation)”, “preferences”, “achievement motive” and “self-efficacy”. Furthermore, one-way ANCOVA indicated no significant differences in 6 subscales in the Self-directed Science Learning Readiness Scale. Secondly, Self-directed science learning readiness of eighth-grade students can be enhanced no matter they received ill-structured or well-structured problem of the PBL teaching. However, according to quantitative data analysis, they both are different in degree. Learners receiving ill-structred problem of the PBL have better behavioral performances on the aspects of the metacognitive strategy in implementing and assessment toward science learning, the self-efficacy toward science learning and so on. Thirdly, PBL learners with different problem structures in PBL process produced self-directed science learning behaviors. Self-directed science learning behaviors include “behavior of interest in science”, “behavior of managing learning recourses”, “behavior of goal-planning”, and so on. Comparing to learners accept well-structured problem, learners accept ill-structured problems possess “behavior of problem-solving, analyzing and planning” and “behavior of high self-efficiency”. Fourth, the students with different problem structures also lead to different performances on the learning category. The learning topics of the PBL teaching of ill-structured problem were more multiple, wide and various. And the ones of the PBL teaching of well-structured problem were more concentrated and condensed.