The Learning Effects of Problem-Based Learning in Marine Education using the topic of Hydrologic Cycle Curriculum

• Main Authors: Chang Chien, Wu-Chang, 張簡武章
• Other Authors: Chen, Li-Wen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/07671373235008062029

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 100 === The purpose of this study was to explore the effect of problem-based learning (PBL) in the issue of Marine. There were 134 students were divided into two groups. One (n=67) learned Marine Education curriculum by problem-based learning model, and the other (n=67) learned from the traditional teaching method. The experimental instruments included Achievement Assessment of Marine Education, Learning Attitude Scale of Marine Education, and Test of Problem-Solving. The “Achievement Assessment of Marine Education” and” Learning Attitude Scale of Marine Education” were set up by the researcher. The results were shown that: (a) it increases the achievement of Marine education, but there is no significant difference between the two groups. (b) Between both groups, there is neither difference significant in the post-test, nor prompting effect on the learning attitude. (c) It deserved to be mentioned that most of the students who learned by PBL had indicated this learning method would encourage their problem-solving ability. (d) The results of this study, PBL was effective to promote students’ " learning motivation”,” communication skills "," problem solving "and" data collection and analysis ","cooperative learning "and" School courses learning effectiveness ", "the teaching satisfaction" in learning Marine issue. These findings suggested PBL was beneficial for students to develop their competency of problem solving and learning achievement.