職前生物教師進行開放式科學探究過程之程究
摘 要
本研究主旨在探究兩個學期，共二十五位職前生物教師在生態學專題研究的實驗課程中，進行開放式探究的過程，以及在大四集中教學實習的一個月中，他們又是如何教實驗以及其原因。 此項課程的目標在於提供職前教師在一個真確符實的研究環境中，像科學家一樣的做科學。本課程內涵以探索艾氏樹蛙(Chirixalus eiffingeri)如何適應環境為主要的議題。 經由分組之後，職前教師得以自己選擇有興趣的研究主題，確立研究問題，設計實驗，分派實驗工作，完成實驗，以至於實驗報告撰寫。
本研究使用詮釋性研究法進行資料收集與分析，在學期之初，每位職前教師均需填寫兩份問卷，並根據問卷進行約一小時，晤談。期末，再進行約一小時的晤談。本研究的主要資料包括二十五位職前教師完成的問卷、每週撰寫的實驗心得反省報告共約三百九十份、每組的每週進度報告共約八十份，晤談及每組每週在全班面前實驗報告的實驗表現的錄影、錄音、期末實驗報告…等。為提高研究的效度，將前述多元資料依據三角交叉法交互審校，藉此確認職前生物教師如何在開放式探究實驗情境中與小組同儕互動，與老師互動之特色與學習之風貌。
結果顯示在實驗過程中，學生經由任課教授所提供的模式(models)，鷹架(scaffolding)和教練(coaching)建構知識與實驗技能。在實驗設計與數據解釋階段，師生的對話混合著蘇格拉底式的對話、教練帶生手、及支援者的對話模式。學生與學生之間以四種對話的形式來溝通，分別為：不對稱性互動、對稱性互動，移動式不對稱及平行互動等。大多數學生對開放式探究實驗持著正向的反應，他們主動地投入認知的學習過程，同時也知覺指導老師做科學的熱情。實驗之初，大部份參與者認為科學研究是例行、呆板及明確的過程，而科學的研究的客觀性是不容置疑的。但實驗結束後，參與者詫異著在實際實驗時，研究過程充滿變數，研究的結果亦不是絕對的，甚且加入許多“人”的因素，這樣的實驗經驗的確提供紮實的解題技巧練習。學生一致肯定小組合作解決實驗問題的必要性，也期望和學長或比他們懂的同儕一起做實驗。他們更肯定在任課老師的帶領下，增加信心克服挫折，甚且，經由開放式探究實驗的訓練，學生漸漸發展為獨立研究者。
(關鍵詞)科學探究，真確符實的科學，開放式探究實驗，職前生物教
認知學徒制。

Authentic learning on amphibian ecology by preservice
biology teachers in open-inquiry research settings
ABSTRACT
The purpose of this study was to explore how preservice biology teachers conception of science progressed during an open-inquiry research program focused on the ecological physiology of a tree frog (Chirixalus eiffingeri). In addition, I assessed how did the experience which obtained by participants during the research program affect their teaching performances during internship.
This research studied 25 preservice teachers in two semester periods. They were divided into groups according to their research interests. The preservice teachers were required to fill up two questionaire before and after the class, followed by one-hour in depth interview. Each group wrote a group progress report weekly, and each member wrote weekly-reflective essay report. Other data sources were established including classroom discussions, group meetings, interview transcripts with students and instructor, and instructor produced artifacts. All laboratory discussions were audio-taped and field notes during discussion and experiments were taken to illustrate our understanding of students’ view of scientific research over time.
Results demonstrated that the preservice teachers built their knowledge and skills through the models, scaffolding , and coaching that provided by the instructors. The instructor used several conversation methods including Socratic interaction, coaching, and facilitation to communicate with the preservice teachers during the period of experimental design and data interpretation. Interactional patterns observed among participants included symmetric, asymmetric, shifting asymmetric, and parallel occassional. Participants were very positive toward and actively participated in the researches. Initially, they thought of scientific research as a routine, cut-and-dried process ; however, by the end of the project, they came to realize that the processes of scientific researches were time-demanding and filled with unknowns. I also found that the experimental failures (blind alleys) did provide valuable practice in developing laboratory skills and techniques among participants.
All participants confirmed that the jntra-group and inter-group discussions were vital to the continuation and success of research project ; also, working together with experienced peers and the guidance of instructors played an indispensible role in helping them to solve problems, overcome frustrations, and eventually finished the projects. The findings of this study have direct relevance to the planning and implementation of courses about the nature of science as inquiry in the Teacher Education Program.