以自我效能、學業成就、學習環境對奈米科技概念知識融入電機電子專業課程學習成效之研究

Abstract

由於全球化競爭的壓力，各先進國家莫不競相投入資源於先進科技的開發，而在科技快速變動的時代，奈米科技成為二十一世紀全球最為重視的科技，故本研究探討在專業科目中融入奈米科技概念的同時，其學生本身的自我效能對其學習成效兩者間關聯性，以及學業成就和學習環境這兩者因素是否也影響著學生的學習成效，本研究以高職生電機電子群為研究對象，獲得有效樣本為145筆。根據文獻分析法與問卷調查法，將所填寫自我效能問卷及奈米科技概念知識、態度及行為量表之評測結果，透過量化分析處裡，主要研究發現如下： 1.低自我效能群的學生其測驗成績不能夠完全代表學習的效果之影響致使在奈米科技概念知識的獲取能有效建立。 2.高學業成就的學生對於奈米科技能夠有著高度的行為能力之表現。 3.自我效能高者，則其學業成就則越高；自我效能低者，則其奈米科技概念知識的獲得則越高。 4.學業成就高者，則其認為學習環境越好；學業成就高者，則其對奈米科技的行為表現越好。 5.知識的吸收影響學習態度，知識獲得越高者，其學習態度相對的越高。 6.態度的意願程度影響行為的表現，態度獲得越高者，其行為的表現相對的越高。 依據本研究之分析與歸納討論，建議除了從自我效能、學業成就及學習環境等變項對於奈米科技概念知識、態度及行為有其差異性和相關性，更可從學習風格、學習效率及個人學習特色等納入探討，甚至將不同層級之學生納入研究，以便建構更適合不同層級的學生學習奈米科技知識教學模式之依據。

Faced with fierce competition pressured by growing globalization, the developed countries are scrambling to pour resources into developing new technologies. In an era characterized by rapid technological innovation, nanotechnology has become the most important field of research in the 21th century. Therefore this paper examines such issues as how the vocational high school subjects are integrated with concepts pertaining to technological advances, how a student’s self-efficacy affects his/her academic performance, and whether a student’s academic achievement and learning environment affect his/her academic performance. The research project was conducted on vocational high school students from the department of electrical engineering and electronics, with a total of 145 statistically valid samples collected. Using the literatureanalysis and survey research methods, this study scrutinizes through quantitative analysis on the results of the self-efficiency questionnaire as well as the KAP scale of nanotechnology concept knowledge. And the major findings are as follows: 1. Since the assessment of students with low level of self- efficacy does not fully reflect their academic performance, it is difficult to determine whether or not they have obtained nanotechnology-related concepts and knowledge as expected. 2. The students with high learning achievement generally reported high practice for learning nanotechnologies. 3. Those with higher level of self- efficacy have generally achieved higher , while those with low self- efficacy have obtained more nanotechnology-related concepts and knowledge. 4. The higher level of learning achievement a student reaches, the better learning environment he/she reports. The higher level of academic achievement a student reaches, the better performance of practice he/she for learning nanotechnology. 5. The absorption of knowledge affects a student’s learning attitude. The better a student absorbs the knowledge, the better learning attitude he/she reports. 6. The level of attitude affects a student’s practice: The better attitude a student has, the better practice he/she reports. Through analysis, inductive reasoning and discussions, this study suggests that more studies are needed to examine the difference and/or relation among self- efficacy, academic achievement, learning environment or any other variable in a student’s concepts, knowledge, learning attitude and practice for learning nanotechnology. It can also be approached for researchers to include the discussions of a student’s learning style, learning efficiency, personal distinctive qualities, or to construct on students from different levels, in order to create appropriate teaching models for all students who receive nanotechnology lessons.