文章詳目資料

新生學報

  • 加入收藏
  • 下載文章
篇名 問題導向學習(PBL)融入生活科技課程提升學生學習動機與成效之探討:以北部某專科學校芳香精油製備與應用教學為例
卷期 23
並列篇名 Integrate Problem-Based Learning into Living Technology Curriculum to Increase Students’ Learning Motivation and Effectiveness: A Case of Fragrant Essential Oil Preparation and Application from a Junior College in Northern Taipei
作者 歐姿妤
頁次 061-072
關鍵字 問題導向學習芳香精油製備生活科技課程學習動機學習成效Problem-Based LearningFragrant Essential Oil PreparationLiving Technology CurriculumLearning MotivationsLearning Efficacy
出刊日期 202103

中文摘要

月經週期伴隨女性從青春期至更年期,長達數十年及痛經在女性之盛行率,本研究以北部某專科學校學生為對象,透過問題導向學習(PBL)課程設計運用於芳香療法精油製備,以精油按摩對原發性痛經緩解之成效,期能提升學生學習動機與成效。本研究設計採班級隨機分派實驗組及對照組,實驗組為薰衣草精油按摩組,完成前後測者共計41位,使用橄欖油為基底油的10%純度薰衣草提取物,參與對象被要求月經疼痛高峰期(月經第一至二天)躺臥仰臥,以薰衣草精油按摩恥骨和肚臍上部,在按摩後立即進行疼痛∕焦慮視覺類比量表(VAS)記錄及月經自我照顧行為量表,並在第2天按摩24小時後填寫焦慮量表,對照組為一般乳液按摩組,完成前後測者共計44位,對照組僅給予乳液按摩,但亦同實驗組於月經第1天及第2天記錄疼痛∕焦慮視覺類比量表,介入前後配合問題導向學習過程質性訪談及「生活科技課程學習動機與成效問卷」進行資料收集。研究結果發現實驗組介入後自評疼痛∕焦慮視覺類比量表(VAS量表)平均分數(5.94±2.77)顯著低於介入前自評分數(6.29±2.68),且達統計顯著意義(t=2.028,p=.049),實驗組及對照組在介入後對痛經自我照顧行為得分皆有增加,尤其是對照組更達統計顯著意義(t=2.513,p=.016),其次,2組在生活科技課程學習動機與成效總量表分數皆有增加,尤其是對照組總量表分數達統計顯著意義(t=2.573,p=.014),實驗組(t=2.175,p=.036)及對照組(t=3.412,p=.001)在目標取向分量表皆達統計顯著意義。研究結果期望提供學校及教師期望提升學生學習動機與成效於生活科技課程設計運用,及臨床實務協助諮商輔導青少女痛經之參考。

英文摘要

Menstrual cycle accompanies women from their puberty to menopause. For several decades, women must bear the pain from dysmenorrhea. This study recruited students from a junior college in Northern Taipei as participants. Problem-based learning (PBL) was used in the curriculum design in preparing essential oil for aromatherapy. The effectiveness of massaging with essential oil to alleviate primary dysmenorrhea was studied, hoping to increase students’ learning motivation and effectiveness. This study randomly assigned classes as the experimental group and the control group. The experimental group used lavender essential oil to massage their bodies. A total of 41 participants in the experimental group completed the pretest and posttest. The essential oil used was 10% lavender extract concentration mixed with olive oil as the base oil. The participants were required to lie down face-up during the first and second day of their menstrual cycle (i.e., the peak where dysmenorrhea occurs), and use lavender essential oil to massage their pubic bones and the area above their navel. After the massage, they immediately completed the pain/anxiety visual analogue scale (VAS) and the menstrual self-care behavior scale. On the second day of their menstrual cycle, 24 hours after the massage, they filled in the anxiety scale. The control group used general lotion for massage. A total of 44 participants in the control group completed the pretest and posttest. The control group was only given lotion to massage. Like the experimental group, they also completed the pain/anxiety VAS on the first and second day of their menstrual cycle. Before and after the intervention, data were collected using the PBL process qualitative interview and Living Technology Curriculum Learning Motivation and Effective Questionnaire. The research results showed that after the intervention, the mean score of the experimental group on their self-assessed pain/anxiety VAS (5.94 ± 2.77) was significantly lower than before the intervention (6.29 ± 2.68). The difference was statistically significant (t = 2.028, p = .049). After the intervention, both the experimental group and the control group scored higher in dysmenorrhea self-care behavior. Specifically, the control group’s scores reached statistical significance (t = 2.513, p = .016). Both groups scored higher in the Living Technology Curriculum Learning Motivation and Effectiveness total scale. Specifically, the control group’s scores in the total scale reached statistical significance (t = 2.573, p = .014). Regarding the target-orientation subscale, both the scores of the experimental group and the control group reached statistical significance (t = 2.175, p = .036 and t = 3.412, p = .001, respectively). The research results may provide schools and teachers who wish to improve students’ learning motivation and effectiveness on the application of living technology curriculum for design application, and they may serve as references for clinical application in assisting counseling teenage girls who experience dysmenorrhea.

相關文獻