第六十二輯.第四期 - 2016-12-31

BBL取向體育教學對學生知識理解、問題解決能力與學習動機之影響

The Effects of Brain-Based Learning on Students’ Knowledge Structure, Problem-Solving Capability, and Learning Motivation in Physical Education Teaching

作 者:
陳昭宇,林靜萍 / Chao-Yu Chen,Ching-Ping Lin
關鍵字:
以大腦為基礎的學習、社會腦、傳統體育教學、運動教育模式、與腦相容的課程與教學 / brain-based learning, social brain, traditional PE teaching, sport education model, brain-compatible curriculum and teaching 
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
本研究目的旨在發展以大腦為基礎學習(brain-based learning, BBL)的體育 教學方法,並探討其對學生知識理解、問題解決能力與學習動機之影響。基於研 究目的與問題,本研究以量為主、質為輔的取向,採準實驗設計不等控制組設計 (nonequivalent control group),研究參與者為一位體育教師及其授課班級兩班 八年級50位學生,分為實驗組(實施BBL取向體育教學)與控制組(實施傳統體 育教學),參與16節籃球課。研究工具為「概念構圖」、「籃球問題解決能力測 驗」與「國中生體育學習動機量表」,分別進行前、後測,以了解學生知識理 解、問題解決能力與學習動機的學習成效,並輔以訪談、觀察與文件分析蒐集質 性資料,以共變數分析與持續比較法進行資料處理。研究結果發現:一、實驗組 在概念構圖測驗明顯優於控制組,實驗組在教學介入後概念構圖成績有顯著進 步。二、實驗組在問題解決能力測驗明顯優於控制組,實驗組在教學介入後問題 解決能力有顯著進步。三、實驗組在學習動機測驗明顯優於控制組,實驗組在教教學介入後學習動機表現有顯著進步。整體而言,BBL取向體育教學方法確實能 夠促進知識理解、提升問題解決能力並激發學習動機。
The purpose of this research was to develop a physical education (PE) teaching method based on brain-based learning (BBL) and to examine its effects on students’ knowledge structure, problem-solving capability, and learning motivation. The research used both qualitative and quantitative methods adopting an nonequivalent control group design in a quasi-experiment. The participants based on purposive sampling technique include one female PE teacher and her fifty eighth-grade students. The students were divided into two groups: one experimental group administered with BBL PE teaching, and one control group administered with traditional PE teaching, both for sixteen basketball lessons. The instruments to examine the effects of BBL PE teaching consist of personal concept mapping, the test of problem-solving capability in basketball, and learning motivation questionnaires. Interview, observation, and document analysis were also later conducted inductively. The data were analyzed with covariance and constant comparison method. There are three major results. First, there was a significant difference in the personal concept mapping between the two groups. The increased mean score for the experimental group showed that BBL PE teaching has enhanced the students’ deep understanding and has also expanded the scope of nature knowledge. Second, there was a significant difference in the test of problem-solving capability in basketball between two groups. The statistics shows that the students’ problem-solving capability in basketball has been developed during BBL PE teaching. Finally, there was a significant difference in the learning motivation questionnaires between two groups. According to the score, the learning motivation has been cultivated by BBL PE teaching. All in all, the knowledge and the problem-solving capability in basketball, as well as the learning motivation of the experimental group have all been improved.

王建雅、陳學志(2009)。腦科學為基礎的課程與教學。教育實踐與研究,22(1), 139-168

[Wang, J.-Y., & Chen, H.-S. (2009). The curriculum and teaching on brain science. Journal of Educational Practice and Research, 22(1), 139-168.]

余民寧(1997)。有意義的學習:概念構圖之研究。臺北市:商鼎。

[Yu, M.-N. (1997). Meaning learning: The study of concept mapping. Taipei, Taiwan: Shinning.] 

椒、張宇樑(2008)。當「神經科學」遇上「幼兒教育」— 省思與重現幼兒教育課程與教學之理路。幼兒教保研究期刊,創刊號,49-66

[Wu, H.-C., & Chang, Y.-L. (2008). When neuroscience runs into early childhood education.Journal of Early Childhood Education and Care, 1, 49-66.]

周建智、林錚、林信宏、石國棟(2006)。探討概念構圖學習策略、合作學習策略與傳統教學策略在國小體育教學之實驗研究(行政院國家科學委員會專題研究計畫成果報告編號:NSC95-2413-H154-006)。臺北市:科技部。

[Chou, C.-C., Lin, C., Lin, H.-H., & Shih, K.-T. (2006). The research of concept mapping,cooperative learning, and traditional on physical education in elementary school (National Science Council, No: NSC95-2413-H154-006). Taipei, Taiwan: Ministry of Science and Technology, R.O.C.]

高敬文(2002)。質化研究方法論。臺北市:師大書苑。

[Kao, C.-W. (2002). Methodology of qualitative research. Taipei, Taiwan: Lucky Bookstore.]

陳沛嵐、曾玉村(2009)。腦科學研究的教育觀點。載於蘇永明、方永泉(主編),對未來挑戰的教育發展(頁155-177)。臺北市:學富。

[Chen, P.-L., & Tseng, Y.-T. (2009). The educational perspectives of brain science research. In Y.-M. Su & Y.-C. Fang (Eds.). Facing the educational development of the future challenge (pp. 155-177). Taipei, Taiwan: Pro-Ed.]

劉政宏、黃博聖、蘇嘉玲、陳學志、吳有城(2010)。國中小學習動機量表之編製及其信、效度研究。測驗學刊,57(3),371-402

[Liu, C.-H., Huang, P.-S., Su, C.-L., Chen, H.-C., & Wu, Y.-C. (2010). The development of learning motivation scale for primary and junior high school students. Psychological Testing, 57(3), 371-402.] 

Blakemore, S. J. (2008). The social brain in adolescence. Nature Reviews Neuroscience, 9(4), 267-277.

Blakemore, S. J. (2010). The developing social brain: Implications for education. Neuron, 65(6), 744-747.

Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., & Pellegrino, J. W. (2004). 學習原理:心智、經驗與學校(鄭谷苑、郭俊賢,譯)。臺北市:遠流。(原著出版 於2000)

[Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., & Pellegrino, J. W. (2004). How people learn: Brain, mind, experience, and school (K.-Y. Cheng & C.-H. Kuo, Trans.). Taipei, Taiwan: Yuan Liu. (Original work published 2000)]

Caine, R. N., & Caine, C. (1990). Understanding a brain-based approach to learning and teaching. Educational Leadership, 48(2), 66-70.

Caine, R. N., & Caine, C. (1994). Making connections: Teaching and the human brain (2nd ed.). New York, NY: Addison-Wesley.

Caine, R. N., & Caine, C. (1995). Reinventing schools through brain-based learning. Educational Leadership, 52(7), 43-47.

Cercone, K. (2006). Brain-based learning. In E. K. Sorensen & D. Ó. Murchú (Eds.), Enhancing learning through technology (pp. 292-322). Hershey, PA: Information Science.

Cuevas, R., García-López, L. M., & Serra-Olivares, J. (2016). Sport education model and self- determination theory: An intervention in secondary school children. Kinesiology, 48(1), 30-38.

Curtner-Smith, M, D., & Sofo, S. (2007). Preservice teachers’ conceptions of teaching within sport education and multi-activity units. Sport, Education and Society, 9(3), 347-377.

Duman, B. (2006, July). The effect of brain-based instruction to improve on students’ academic achievement in social studies. Paper presented at ICEE 2006 9th International Conference on Engineering Education, San Diego, CA.

Duman, B. (2010). The effects of brain-based learning on the academic achievement of students with different learning styles. Education Sciences: Theory & Practice, 10(4), 2077-2103.

Edelman, G. M. (2009). 大腦比天空更遼闊(蔡承志,譯)。臺北市:商周。(原著出版於2004)

[Edelman, G. M. (2009). Wider than the sky: The phenomenal gift of consciousness (C.-C. Tsai,Trans.). Taipei, Taiwan: Business Weekly. (Original work published 2004)]

Fitzgerald, H. (2009). Bring disability into youth sport. In H. Fitzgerald (Ed.), Disability and  youth sport (pp. 1-8). New York, NY: Routledge.

Gazzaniga, M. (1985). The social brain: Discovery the network of the mind. New York, NY:Basic Books.

Gülpinar, M. A. (2005). The principles of brain-based learning and constructivist models in education. Education Science: Theory & Practice, 5(2), 299-306.

Hart, L. A. (1981). Brain, language, and new concept of learning. Educational Leadership,38(6), 443-445.

Hart, L. A. (1983). Human brain and human learning. New York, NY: White Plains.

Hastie, P. A., & Buchanan, A. M. (2000). Teaching responsibility through sport education:Prospects of a coalition. Research Quarterly for Exercise and Sport, 71(1), 25-35.

Hastie, P. A., & Sinelnikov, O. A. (2006). Russian students’ participation in and perceptions of a season of sport education. European Physical Education Review, 12(2), 131-150.

Jenkins, J. M. (2004). Sport education in a PETE program. Journal of Physical Education Recreation, and Dance, 75(5), 31-36.

Jensen, E. (2000). Brain-based learning: A reality check. Educational Leadership, 57(7), 76-80.

Jensen, E. (2003). 大腦知識與教學(梁雲霞,譯)。臺北市:遠流。(原著出版於1998[Jensen, E., (2003). Brain knowledge and teaching (Y.-H. Liang, Trans.). Taipei, Taiwan: Yuan Liu. (Original work published 1998)]

Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA:Crowin Press.

Kolb, A. Y., & Kolb, D. A. (2010). Learning to play, playing to learn: A case study of a ludiclearning space. Journal of Organizational Change Management, 23(1), 26-50.

LeDoux, J. (1994). Emotion, memory, and the brain. Scientific American, 270(6), 50-57.

Lieberman, M. D. (2012). Education and the social brain. Trends in Neuroscience and Education,1(1), 3-9.

Medina, J. (2009). 大腦當家—靈活用腦12守則,學習工作更上層樓(洪蘭,譯)。臺北市:遠流。(原著出版於2008)

[Medina, J. (2009). Brain rules: 12 principles for surviving and thriving at work, home, and school (L. Hung, Trans.). Taipei, Taiwan: Yuan Liu. (Original work published 2008)]

Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal,30, 359-377.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.

Nuangchalerm, P., & Charnsirirattana, D. (2010). A delphi study on brain-based instructionalmodel in science. Canadian Social Science, 6(4), 141-146.

Ozden, M., & Gultekin, M. (2008). The effects of brain-based learning on academic achievement and retention of knowledge in science course. Electronic Journal of Science Education,12(1), 1-17.

Parker, M. B., & Curtner-Smith, M. D. (2014). Comparison of the motivational climates created during multi-activity instruction and sport education. The Physical Educator, 71, 417-441.

Ratey, J., & Hagerman, E. (2009). 運動改造大腦:IQEQ大進步的關鍵(謝維玲,譯)。臺北縣:野人文化。(原著出版於2008)

[Ratey, J., & Hagerman, E. (2009). Spark: The revolutionary new science of exercise and the brain (W.-L. Hsieh, Trans.). Taipei County, Taiwan: Yeren. (Original work published 2008)]

Rink, J. E. (2001). 體育教學策略(許義雄、黃月嬋,譯)。臺北市:麥格羅希爾。(原著出版於1998)

[Rink, J. E. (2001). Teaching physical education for learning (I.-H. Hsu & Y.-C. Huang, Trans.).Taipei, Taiwan: McGraw-Hill. (Original work published 1998)]

Rink, J. E. (2003). Effective instruction in physical education. In S. J. Silverman & C. D. Ennis (Eds.),Student learning in physical education (pp. 165-186). Champaign, IL: Human Kinetics. Rojas-Drummond, S., & Mercer, N. (2003). Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39, 99-111. 

Saleh, S. (2012). The effectiveness of the brain based teaching approach in enhancing scientific understanding of Newtonian Physics among form four students. International Journal of Environmental & Science Education. 7(1), 107-122.

Schneider, R. C., & Marriott, S. T. (2010). Applying the sport education model to basketball.Journal of Physical Education, Recreation & Dance, 81(2), 15-17.

Sharma, A. (2015). Impact of brain-based instructional strategies on achievement in science of elementary level students with different learning styles. International Journal of Research in Economics and Social Sciences, 5(4), 55-64.

Siedentop, D. (1994). Sport education: Quality PE through positive sport experience. Champain, IL: Human Kinetics.

Siedentop, D., Hastie, P. A., & van der Mars, H. (2004). Complete guide to sport education.Champaign, IL: Human Kinetics.

Sinelnikov, O. A., & Hastie, P. A. (2010). Students’ autobiographical memory of participation in multiple sport education seasons. Journal of Teaching Physical Education, 29(2), 167-183.

Singer, D. G., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Play=learning: How play motivates and enhance children’s cognitive and social-emotional growth. New York, NY: Oxford University Press.

Smith, F. (1986). Insult to intelligence: The bureaucratic invasions of our classroom. New York, NY: Arbor House.

Sousa, D. A. (2001). How the brain learns (2nd ed.). Thousand Oaks, CA: Corwin Press.

Sousa, D. A. (2003). The leadership brain: How to lead today’s school more effectively.Thousand Oaks, CA: Corwin Press.

Spittle, M., & Byrne, K. (2009). The influence of sport education on student motivation in physical education. Physical Education & Sport Pedagogy, 14(3), 253-266.

Stelter, R. (2000). The transformation of body experience into language. Journal of Phenomenological Psychology, 33(1), 63-77.

Sylwester, R. (1995). A celebration of neurons: An educator’s guide to the human brainAlexandria, VA: Association for Supervision and Curriculum Development.

Tileston, D. W. (2005). Ten best teaching practices: How brain research, learning styles, and standards define teaching competencies (2nd ed.). Thousand Oaks, CA: Corwin Press. 

Tüfekçi, S., & Demirel, M. (2009). The effect of brain based learning on achievement, retention, attitude and learning process.Procedia Social and Behavioral Sciences, 1(1), 1782-1791.

Vygotsky, L. S. (1978). Interaction between learning and development. In L. S. Vygotsky (Ed.),Mind in society (pp. 79-91). Cambridge, MA: Harvard University Press.

Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education intervention on students’ motivation responses in physical education. Journal of Teaching in Physical Education, 23, 4-18.

Wallhead, T. L., Hagger, M., & Smith, D. T. (2010). Sport education and extracurricular sport participation: An examination using the trans-contextual model of motivation. Research Quarterly for Exercise and Sport, 81(4), 442-455.

Wolfe, P., & Brandt, R. (1998). What do we know from brain research? Educational Leadership,56(3), 8-13.