問題式學習模式，已採用在許多不同的學科，包括醫學，工程和其他實用的科學領域，尤其是一些注重實踐應用，而不是純粹知識技能的學科。然而，到目前為止，只有很少的實證研究是關于問題式學習模式在法律科的應用，法律科也是一個實踐性很強的學科，側重於學生應用法律的能，而是純粹法律知識的傳授。 / 此研究旨在探討問題式學習模式對學生在法律科學習成果的影響。學生的學習成果在這項研究中包括學生的學業成就，動機和自我調節學習策略。這項研究的研究問題是： / 1）問題式學習模式在學生學習法律時，與傳統的課堂講授方法相比，是否對學生的學業成就，動機和自我調節學習策略有任何影響？ / 2）如果上述問題的答案是肯定的，在什麼條件下，問題式學習模式會對學生的學業成就，動機和自我調節學習策略產生正面影響？ / 在這項研究中，學生被分為兩組，即問題式學習模式組（處理組）和傳統的課堂講授組（對照組）。課程結束後，學生的成績是由一份試卷衡量，而學生的學習動機和自我調節學習策略是由一份專為研究學生的學習動機和自我調節學習策略的問卷MSLQ衡量。試卷分為三節，包括20條選擇題，5條簡短的問題，和3個現實生活中的案例研究。採用方差分析(ANOVA)來對學生的考試成績和MSLQ結果分別進行了分析。 / 研究結果顯示，學生的學業成就，動機和自我調控學習策略，在考試和MSLQ結果上，處理組和對照組之間有一個顯著的差異。在考試中，這項研究發現學生在選擇題和簡短的問題上，處理組和對照組得分沒有顯著區別，而學生在個案研究上，兩組之間的分數有顯著的差異。有關的結果，跟廣泛支持問題式學習模式好處的研究，包括Savery & Duffy (1993)，Barr (1997)，和 Rouse (1990)，是一致的。 / 此外，這項研究還用質定性的方法，包括觀察和訪談，找出在什麼條件下問題式學習模式可以有效地影響學生的學習成果。結果發現，為使問題式學習模式有效，應該有良好的時機，成熟的學生，熱情的推動者和適當的學習環境。這項研究提出，如果有老師想採用問題式學習模式作為一種學習方法，他應該確保這些條件都滿足，以保證問題式學習模式的成功。 / Problem-based learning has been adopted in many disciplines, including medicine, engineering and other practical science areas which place more emphasis on applied skills as opposed to pure knowledge. However, so far, there is little, if any, empirical research conducted on the impacts of PBL in the field of law, which is also a very practical subject and focused on application skills rather than the dissemination of pure legal knowledge. / This study aimed to examine the impacts of PBL on student learning outcomes in the contextof law. Students’ learning outcomes in this study included students’ academic achievement,motivation and self-regulated learning strategies. The research questions of this study were: / 1) Does the use of PBL have any impact on students’ learning outcomes, including students’ academic achievement, motivation and self-regulated learning skills, in a law subject when compared to students enrolled in traditional lecturing method? / 2) Under what conditions, does PBL have these impacts on students’ academic achievement, motivation and self-regulated learning strategies? / In this study, students were divided into two groups, i.e. PBL group (treatment group) and traditional lecturing group (control group). After the course was completed, students’ academic achievement was measured by a final examination paper, while students’ motivation and self-regulated learning strategies were measure by the Motivated Strategies for Learning Questionnaire (MSLQ). The final examination paper was divided into three sessions, including 20 MC, 5 short questions, and 3 real life case studies. ANOVA was used to analyze students’ scores in the final examination and the MSLQ. Students’ scores on each session of the final examination were analyzed individually, while the motivational subscale and self-regulated learning strategies subscale of the MSLQ were analyzed separately. / The findings showed that there was a significant difference in students’ academic achievement, motivation and self-regulated learning strategies between the two groups in both the final examination and the MSLQ scores. In the final examination, it was found that there was no significant difference between students’ MC scores and short question scores of the treatment group and the control group, while there was significant difference between students’ case study scores between the two groups. In relation to the MSLQ results, it was found that there was significant difference between both students’ motivational subscale scores and self-regulated learning strategies score of the two groups. The significant difference in the ANOVA score of the PBL group was found to be consistent with the research of Savery & Duffy (1993), Barr (1997), and Rouse (1990), who indicated widespread support for the knowledge and stimulus benefits of PBL. / Besides, the researcher also used qualitative methods, including observation and interview, to find out, under what condition, PBL may have an impact on students’ learning outcomes. It was found that in order to make PBL effective, there should be good timing, mature students, passionate facilitator and appropriate learning environment. It was suggested that, if any teacher would like to adopt PBL as a learning approach, he should make sure that these conditions are met in order to ensure the success of PBL. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chan, Sui Ki. / Thesis (Ed.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 320-346). / Abstracts also in Chinese.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_1202924 |
| Date | January 2014 |
| Contributors | Chan, Sui Ki (author.), Yin, Hongbiao (thesis advisor.), Chinese University of Hong Kong Graduate School. Division of Education. (degree granting institution.) |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography, text |
| Format | electronic resource, electronic resource, remote, 1 online resource (10 unnumbered leaves, 346 leaves) : illustrations (some color), computer, online resource |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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