- 作者： 陳毓凱、張賴妙理、楊坤原(通訊作者：楊坤原)
- 作者服務機構： 國立臺灣師範大學科學教育研究所; 中國科技大學通識教育中心; 中原大學教育研究所
- 中文摘要：
本研究採個案研究法探討桃園縣國中八年級一個班級的學生(共38人)在科學問題本位
學習(Problem-Based Learning, PBL)歷程的自我導向學習(Self-Directed Learning, SDL)行為
表現。各種質性資料分析發現，在遭遇結構模糊的問題後，各組學生便運用先備知識並經
腦力激盪而擬定小組的學習議題與行動計畫。依據小組的行動計畫，每位組員分工搜尋各
類學習資源以進行自我學習，並透過小組討論自由地分享和比較彼此的想法，逐步培養互
信並進行知識建構。最後，各組運用電腦將解題歷程與解決方案加以呈現，再以自評表和
組員互評表來評鑑、反思自己與其他組員的學習表現。由PBL提供之真實性問題情境及主
動學習、小組討論等活動可使學生從學習中體會科學知識的實用價值並提升自我效能，因
而激發和維繫其學習動機，驅使各組學生運用各種SDL技能以完成解題任務。這些發現顯
示PBL有助於發展八年級學生的SDL技能。 - 英文摘要：
The purpose of this case study was to investigate the Self-Directed Learning (SDL) behaviors in science Problem-Based Learning (PBL) processes of eighth graders. Thirty eight students from one class of eighth graders, a junior high school in Tao Yuan County participated in this study. Evidence derived from various qualitative data analysis showed that every group applied their prior knowledge and brainstorming to identify the learning issues and action
plans after meeting an ill-structured problem. Each member collaboratively collected various learning resources according to their action plans for their self-study. They built mutual trust and constructed their knowledge through sharing and comparing individual ideas during group discussion. Every group presented their problem-solving processes and solutions with computers,
and reflected their performances by means of self-evaluation and peer-evaluation. The authentic problem scenarios, active learning activities and group discussion in science PBL promoted students to comprehend the practical value of science knowledge, raised their self-efficacy, motivated and sustained students’ learning motivation to apply different SDL skills to achieve
their problem-solving tasks. These findings suggested science PBL was beneficial for eighth graders to develop their SDL skills. - 中文關鍵字： 自我導向學習、探究取向的學習、問題本位學習、問題解決
- 英文關鍵字： Self-Directed Learning, Inquiry-Based Learning, Problem-Based Learning, ProblemSolving
