建議 - 5E探究式教學對國小學童在情境興趣、決策能力與動作技能之效應

以下根據本研究的發現，分別提出研究結果應用於體育教學以及未來研究的建議。

一、應用於體育教學的建議

(一) 考慮多元差異：本研究採用異質性分組的方式，以動作技能及性別將學生分為四組，根據訪談與觀察發現，高動作技能者在小組競賽及討論的學習狀況與學習興趣並不高，未來需考量在有限的條件下，以多元的教學策略讓不同興趣、能力的學生提升學習成效。

(二) 鼓勵積極主動回答問題：根據訪談發現，部分學童雖然知道教師所提問的問題之答案，但卻不想主動的回答。因此，在運用探究式教學的時候，需思考激發學習者積極主動回答問題的教學策略。

(三) 運用探究式教學提升學習興趣：根據本研究之結果，5E探究式教學對提升學習者的情境興趣具正向的效益。因此，建議體育教師可於教學中，運用問題引發學習者的探索思考，帶動學習興趣。

二、未來研究的建議

(一) 教學介入的時間：本研究實施8週的教學實驗，若以情境興趣的角度而言，可能過長，但動作技能的學習又需大量的練習，才能有習得的效果。未來可進一步的再瞭解教學介入的期程。

(二) 運動競賽策略評估的有效性：因本研究僅針對學習者所紀錄的討論單及學習單來評估決策的發展程度，至於學童是否將討論的戰術應用於實際的比賽情境中，建議未來可透過紀錄學習者的比賽影片，以確認策略的運用。

(三) 動作技能是否代表實際的運動能力：就本研究在動作技能的評量方式而言，屬於較封閉的測驗情境，而非是具開放式、複雜的比賽情境，故學童所測得的動作技能進步成效是否可反應或代表真實運動競賽中的動作執行與表現，未來可透過實地觀察以瞭解其進步狀況。

104

參考文獻

王美芬、熊召弟 (1995)。國民小學自然科教材教法。臺北市：心理出版社。

王駿濠、張哲千、梁衍明、邱文聲、洪蘭、曾志朗、阮啟弘 (2012)。運動對孩童認知功能及學業表現的影響：文獻回顧與展望。教育科學研究期刊，57 (2)，65-94。

王駿濠、蔡佳良 (2011)。運動對改善大腦認知功能之效益評析。應用心理研究，50，

191-216。

余民寧、韓珮華 (2009)。教學方式對數學學習興趣與數學成就之影響:以TIMSS 2003臺灣資料為例。測驗學刊，56(1)，19-48。

吳明隆 (2008)。論文寫作與量化研究。臺北市：五南。

李松濤、林煥祥、洪振方 (2010)。探究式教學對學童科學論證能力影響之探究。科學教 育學刊，18 (3)，177-203。

李榮彬 (2011)。提升學童批判思考能力之5E探究式教學研究 (未出版博士論文)。國立 嘉義大學，嘉義市。

周建智 (2011)。動作學習歷程前決策與後決策階段中批判思考的中介角色。體育學報，

44(4)，495-510。

周建智、鄭家惠 (2010)。在體育課中發展學生運動競賽的決策能力模式。中華體育季刊，

24(4)，138-151。

周裕欽 (2009)。反省探究學習模式之建立及其應用 (未出版博士論文)。國立東華大學，

花蓮縣。

段曉林(2008，12 月)。迷人的科學探究教學。論文發表於中華民國第廿四屆科學教育學術研討會，彰化。

洪振方 (2003)。探究式教學的歷史回顧與創造性探究模式之初探。高雄師範大學學報，

15，641-662。

張育愷、林珈余 (2010)。身體活動對孩童認知表現的影響。中華體育季刊，24(2)，83-92。

張靜儀 (1995)。自然科探究教學法。屏師科學教育, 1, 36-45。

郭重吉 (1992)。從建構主義的觀點探討中小學數理教學的改進，科學發展月刊，20(5)，

548-568。

陳文正 (2012)。國小高年級學童的論證學習在科學解釋合理性判斷之效應探討 (未出版博士論文)。國立東華大學，花蓮縣。

黃芳銘 (2009)。結構方程模式理論與應用。臺北市：五南。

黃昭銘 (2008)。提升學童批判思考能力之5E探究式教學研究 (未出版博士論文)。國立 嘉義大學，嘉義市。

楊秀停、王國華 (2007)。實施引導式探究教學對於國小學童學習成效之影響。科學教育 學刊，15(4)，439-459。

歐用生 (1989)。國民小學社會科教學研究。臺北市：師大書苑。

蔡執仲、段曉林 (2005)。探究式實驗教學對國二學生理化學習動機之影響。科學教育學 刊，13(3)，289-315。

鄭瑞洲、洪振方、黃臺珠 (2011)。情境興趣-制式與非正式課程科學學習的交會點。科 學教育月刊，340，2-10。

鄭瑞洲、洪振方、黃臺珠 (2013)。採用多元教學策略的非制式奈米課程對國中生情境興趣之促進。教育實踐與研究，26(2)，1-28。

Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: The results of a three-year professional development program. Journal of Research in Science Teaching, 44, 653-680.

Arnheim, D. D., & Sinclair, W. A. (1979). The clumsy child: a program of motor therapy (2nd ed.). St. Louis, MO: Mosby.

Bakas, C., & Mikropoulos, T. A. (2003). Design of virtual environments for comprehension of planetary phenomena based on students’ ideas. International Journal of Science Education, 25(8), 949-967.

106

Blitzer, L.(1995). “It’s a gym class…what’s there to think about?” Journal of Physical Education, Recreation, & Dance, 66(6), 44-48.

Bloom, B. S. (1984). Taxonomy of educational objectiνes-Book 1: cognitive domain. (2 nd ed.). White Plains, NY: Addison Wesley Publishing Company.

Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

Bybee, R. W., & DeBoer, G. (1993). Goals for the Science Curriculum. In Handbook of Research on Science Teaching and Learning. Washington, DC: National Science Teachers Association.

Chase, C., & Gibson, H. L. (2002). Longitudinal impact of inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693-705.

Chen, A., Darst, P. W., & Pangrazi, R. P. (1999). What constitutes situational interest?

Validating a construct in physical education. Measurement in Physical Education and Exercise Science, 3, 157- 180.

Chen, A., Darst, P. W., & Pangrazi, R. P. (2001). An examination of situational interest and its sources. British Journal of Educational Psychology, 71, 383-400.

Chen, S., Chen, A., & Zhu, X. (2012). Are K-12 Learners Motivated in Physical Education? A Meta-Analysis. Research Quarterly for Exercise and Sport, 83(1), 36-48.

Cleland, F., & Pearse, C. (1995). Critical thinking in physical education reflections on a yearlong study. Journal of Physical education, Recreation, and Dance, 66(6), 31-38.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ:

Erlbaum.

Comrey, A. L. (1988). Factor analytic methods of scale development in personality and clinical psychology. Journal of Consulting and Clinical Psychology, 56, 754-761.

Dauer, V., & Pangrazi, R. (1995) . Dynamic physical education for elementary school children (11th ed.). New York, NY: Macmillan.

Dewey, J. (1933). How we think: Restatement of the reflective thinking to the educative process. Boston, MA: Health.

Ding, H., Sun, H., & Chen, A. (2013). Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes. Journal of Teaching in Physical Education, 32, 253-269.

Dohn, N. B., Madsen, P. T., & Malte, H. (2009). The situational interest of undergraduate students in zoo physiology. Advances in Physiology Education, 33(3), 196-201.

Downing, J. H., & Lander, J. E. (1997). Fostering critical thinking through interdisciplinary cooperation: Integrating secondary level physics into a weight training unit. NASSP Bulletin, 81(591), 85-94.

Eccles, J.S, & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.

Graham, G., Holt/Hale, S. A., & Parker, M. (2009). Children Moving: a reflective approach to teaching physical education (8th ed.). Columbus, OH: McGraw-Hill Education.

Hammer, D. (1997). Inquiry learning and discovery teaching. Cognition and Instruction, 15(4), 485-529.

Harrison, J. M., Blakemore, C. L., Buck, M. M., & Pellett, T. L. (1996). Instructional strategies for secondary school physical education (4th ed.). Carmel, IN: Benchmark Press.

Hidi, S. & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70, 151-179.

Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations.

Educational Psychology Review, 13, 191-209.

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development.

Educational Psychologist, 41, 111-127.

Hillman, C. H., Belopolsky, A. V., Snook, E. M., Kramer, A. F., & McAuley, E. (2004).

Physical activity and executive control: implications for increased cognitive health

108

during older adulthood. Research Quarterly for Exercise and Sport, 75(2), 176-785.

Hillman, C. H., Buck, S. M., Themanson, J. R., Pontifex, M. B., & Castelli, D. M. (2009).

Aerobic fitness and cognitive development: event-related brain potential and task performance indices of executive control in preadolescent children. Developmental Psychology, 45(1), 114-129.

Hillman, C. H., Kramer, A. F., Belopolsky, A. V., & Smith, D. P. (2006). A cross-sectional examination of age and physical activity on performance and event-related brain potentials in a task switching paradigm. International Journal of Psychophysiology, 59(1), 30-39.

Hillman, C. H., Weiss, E. P., Hagberg, J. M., & Hatfield, B. D. (2002). The relationship of age and cardiovascular fitness to cognitive and motor processes. Psychophysiology, 39(3), 303-312.

Kline, R. B. (1998). Principle and practice of structural equation modeling. New York, NY:

The Guilford Press.

Krapp, A. (2002). An educational-psychological theory of interest and its relation to SDT. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 405-426).

Rochester, NY: University of Rochester Press.

Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15, 381-395.

Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science inquiry and student diversity:

Enhanced abilities and student difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607-636.

Lewthwaite, R., & Wulf, G. (2010). Grand challenge for movement science and sport psychology: embracing the social-cognitive-affective-motor nature of motor behavior.

Front. Mov. Sci. Sport Psychol. 1:42.10.3389/fpsyg.2010.00042

McBride, R. E. (1999). If you structure it, they will learn it: critical thinking in physical education classes. The cleaning House, 72(4), 217-220.

McManama, J. (2013). Physical Education Activity Handbook. San Francisco, CA: Benjamin

Cummings.

Metzler, M. W. (2011). Instructional models for physical education. Scottsdale, AZ: Holcomb Hathaway.

Minichiello, V., Aroni, R., & Hays, T. (2008). In-depth Interviewing (3rded.). Pearson, IL:

Prentie Hall.

Mitchell, S., Oslin, J., & Griffin, L. (2013). Teaching sport concepts and skills-a tactical games approach for ages 7 to 18. Champaign, IL: Human Kinetics.

Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). San Francisco, CA: Benjamin Cummings.

Neuman, W. L. (2000). Social research methods: qualitative and quantitative approaches.

Toronto, ON: Allyn and Bacon.

Palmer, D. (2004). Situational interest and the attitudes towards science of primary teacher education students. International Journal of Science Education, 26(7), 895-908.

Palmer, D. H. (2009). Student interest generated during and inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147-165.

Pontifex, M. B., Hillman, C. H., & Polich, J. (2009). Age, physical fitness, and attention: P3a and P3b. Psychophysiology, 46(2), 379-387.

Renninger, K. A., Hidi, S. & Krapp, A. (1992). The role of interest in learning and development. Hillsdale, NJ: Lawrence Erlbaum.

Richardson, K., & Henninger, M. L. (2008). A model for developing and assessing tactical decision-making competency in game play. Journal of Physical Education, Recreation, and Dance, 79(3), 24-29.

Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.

Schmidt, R. A., & Wrisberg, C. A. (2008). Motor learning and performance: a situation-based learning approach. Champaign, IL : Human Kinetics.

110

Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23 – 52.

Schraw, G., Flowerday, T., & Lehman, S. (2001). Situational interest in the classroom.

Educational Psychology Review, 13(3), 211 – 224.

SCHUHFRIED GmbH. (2014). Vienna Test System. Mödling, Ö sterreich: SCHUHFRIED GmbH.

Shen, B., Chen, A. & Guan, J. (2007). Using achievement goals and interest to predict learning in physical education. Journal of Experimental Education, 75, 89-108.

Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Palo Alto, CA: Mayfield.

Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1- 44.

Stroth, S., Hille, K., Spitzer, M., & Reinhardt, R. (2009). Aerobic endurance exercise benefits memory and affect in young adults. Neuropsychological Rehabilitation, 19(2), 223-243.

Tenenbaum, G. (2003). An integrated approach to decision making. In J. L. Starkes, & K. A.

Ericsson (Eds.), Expert performance in sport: advances in research on sport expertise (pp.195). Champaign, IL: Human Kinetics.

Tillotson, J. (1970). Problem-solving. In R. T. Sweeney (Ed.), Selected readings in movement education (pp. 130-135). Reacing, MA: Addison-Wesley.

Tomporowski, P. D., Davis, C. L., Miller, P., & Naglieri, J. (2008). Exercise and children's intelligence, cognition, and academic achievement. Educational Psychology Review, 20, 111-131.

Trowbridge, L. W., & Bybee, R. W. (1986). Becoming a secondary school science teacher.

Columbus, Ohio: Merrill.

Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage Publications.

Xiang, P., McBride, R. E., Guan, J., & Solmon, M. A. (2003). Children's motivation in elementary physical education: an expectancy-value model of achievement choice.

Research quarterly for exercise and sport, 74(1), 25-35.

Zhu, X., Chen, A., Ennis, C.D., Sun, H., Hopple, C., Bonello, M., . . . Kim, S. (2009). Student situational interest, cognitive engagement, and learning achievement in physical education. Contemporary Educational Psychology, 34, 221-229. doi:10.1016/j.

cedpsych.2009.05.002

112

附錄一

附錄二

情境興趣量表(中學)

姓名：年級：

年齡：性別：

我們邀請您參加體育課中情景興趣的調查，您的配合對我們研究工作很有幫助，

衷心感謝對我們工作的支持！

請仔細閱讀下面每一道題，根據您今天體育課上的感受，選擇您認為最合適的選項。第一感覺很重要，請獨立完成，不要與別人討論。謝謝！！

1．這個練習真令人興奮。

(不同意)1 2 3 4 5 (同意) 2．這個練習挺複雜的。

(不同意)1 2 3 4 5 (同意) 3．完成這練習挺麻煩的。

(不同意)1 2 3 4 5 (同意) 4．在練習中我始終保持注意力。

(不同意)1 2 3 4 5 (同意) 5．這個練習令我感興趣。

(不同意)1 2 3 4 5 (同意) 6．我始終專心致志地做這練習。

(不同意)1 2 3 4 5 (同意) 7．我不斷尋找如何完成這練習的更好方法。

(不同意)1 2 3 4 5 (同意) 8．這是一個特殊的練習。

(不同意)1 2 3 4 5 (同意)

114

續頁 9．我願意進一步分析這個練習以便全面瞭解它。

(不同意)1 2 3 4 5 (同意) 10．這個練習真有吸引力。

(不同意)1 2 3 4 5 (同意) 11．嘗試這樣的練習真好玩。

(不同意)1 2 3 4 5 (同意) 12．對我來說這是一種新的練習。

(不同意)1 2 3 4 5 (同意) 13．做這個練習令我感到愉快。

(不同意)1 2 3 4 5 (同意) 14．我想發現這個練習的所有技巧。

(不同意)1 2 3 4 5 (同意) 15．這個練習很有新意。

(不同意)1 2 3 4 5 (同意) 16．對我來說這是一種新的活動方式。

(不同意)1 2 3 4 5 (同意) 17．這個練習使我的注意力集中。

(不同意)1 2 3 4 5 (同意) 18．這個練習讓我全神貫注。

(不同意)1 2 3 4 5 (同意) 19．我有興趣做這個練習。

(不同意)1 2 3 4 5 (同意) 20．對我來說，完成這個練習有一定難度。

(不同意)1 2 3 4 5 (同意)

續頁 21．這個練習激發我運動的欲望。

(不同意)1 2 3 4 5 (同意) 22．這個練習很有趣。

(不同意)1 2 3 4 5 (同意) 23．對我來說，完成這個練習有困難。

(不同意)1 2 3 4 5 (同意) 24．我想深入瞭解這個練習的具體細節。

(不同意)1 2 3 4 5 (同意)

請提供以下的資訊：

1．你是你們學校運動隊的運動員嗎？

是不是 2．你是否參加過任何形式的課外訓練？

是不是

116

續頁

Situational Interest Scale (Middle School)

Name: Grade:

Age: Sex: Male Female

You are invited to help us evaluate some characteristics in physical activities. This is NOT a test or exam of any school course work. Your answer will NOT affect your grade. Your help is very much appreciated.

Please read each of the 24 statements carefully and rate each on how well the statement describes what you felt about what you did in TODAY’s class. Please rely on your first impression when making your choice and you must work independently.

1. What we were learning was exciting.