個人情境因素對於自由選擇科學學習之影響：以先備知識與經驗和控制程度為重點

Abstract

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Learning occurs in various contexts, including free-choice settings that foster interest, curiosity, and motivation. This study explores the influence of personal factors on science learning, specifically focusing on degrees of control and their relationship with students' prior knowledge and experience. The research aims to compare learning outcomes between students with prior and post-lessons, investigating the impact of limited choice control on effectiveness. Participants are divided into two groups (A & B) assigned prior/post-lectures. Within each group, three subgroups (A1, A2, A3 and B1, B2, B3) have different control levels (No, Limited, Free). A hands-on science activity about river management was conducted with 37 university students. Data collection involved pre- and post-questionnaires, video recordings, and semi-structured interviews, analysed using mixed methods. Our results indicate that prior lessons enhance students' use of terminology in discussing river geography. Both teaching methods significantly improved students' interest, attitude, and knowledge of geography concepts related to rivers, with no significant difference between the two groups. Limited choice facilitated collaborative problem-solving and practical learning experiences, while free choice fostered curiosity, creativity, and personal connections, indicating deep engagement and meaningful learning. This study emphasises the importance of autonomy and choice in science learning. Both teaching approaches were effective in improving outcomes and engagement. The timing of lessons and choice opportunities influenced knowledge application and skills development.