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題名：建構教學對幼兒科學知識學習之影響
書刊名：教育與心理研究
作者：陳淑敏 引用關係
作者(外文)：Chen, Shu-min
出版日期：2002
卷期：25(中)
頁次：頁401-430
主題關鍵詞：幼兒；建構；科學教育；Young children；Construction；Science education
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
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本研究應用Piaget 與Vygotsky 「知識是互動建構而得」的觀點，進行教學實驗，選取幼稚園大班兩班為實驗組，另外選取兩班為對照組。以生物領域為主題，實驗組進行建構取向的教學，對照組則進行單元課程教學。實驗教學結束之後，實驗組與對照組幼兒再個別接受生物知識測驗。研究結果顯示：實驗組─幼兒生物知識的學習效果較兩個對照組都顯著為佳。 分析各組的教學過程發現，只有實驗組─教師遵照科學知識的探究方法引導幼兒學習，更重要的是透過經常性的討論引導幼兒去觀察與思考生物現象。討論之中，老師所問的問題比較能引發幼兒思考，而且老師會根據幼兒的回簽，請他們澄清意思、加以質疑或反駁、或再提問題。
This study is to compare learning outcomes of young children who learn science through interactive construction and those who learn science through didactic teaching. Four classes in three kindergartens were recruited. Two of them were in the experimental group and the others were in the control group. After the experiment, all children were assessed individually using a test of biology knowledge. Children in class A of the experimental group performed significantly better than both classes in the control group. Teacher-child discourse were collected and analyzed. Teacher A usually posed investigable questions and encouraged children to share their ideas, investigation procedures, and results. During the entire class time, Teacher A usually discussed questions carefully and focused children’s thinking on the key points they needed to pursue in successfully understanding biology concepts. Therefore, children of that class understood biology concepts better than any children of the control group.
期刊論文
1.甯自強(19930600)。「建構式教學法」之教學觀--由根本建構主義的觀點來看。國教學報，5，33-41。  延伸查詢new window
2.Fleer, M.(1992)。Identifying teacher-child interaction which scaffolds scientific thinking in young children。Science Education，76(4)，373-397。  new window
3.Zuckerman, G. A.、Chudinova, E. V.、Khavkin, E. E.(1998)。Inquiry as a pivotal element of knowledge acquisition within the Vygotskian paradigm: Building a science curriculum for the elementary school。Cognition and Instruction，16(2)，201-233。  new window
研究報告
1.高敬文、黃美瑛、陳靜媛、羅素貞(1989)。兒童科學教具與玩具之評估：以認知概念為基礎的模式。沒有紀錄。  延伸查詢new window
學位論文
1.曾育豐(1999)。國小六年級數學科建構式教學法與講授式教學法比較之研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
2.蔡明雄(1999)。合作-建構整合教學模式對國小學童學習簡單幾何問題效果之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.樊雪春(1999)。學生科學迷思概念的法則分析與建構取向教學法之實驗效果研究，0。new window  延伸查詢new window
圖書
1.McSweeney, M.、Marascuilo, L. A.(1977)。Non parametric and distribution-free methods for the social science。Monterey, CA：Brooks/Cole Publishing Co.。  new window
2.吳武典、蔡崇建、胡致芬、王振德、林幸台、郭靜姿(1996)。托尼非語文智力測驗：指導手冊。臺北市：心理。  延伸查詢new window
3.Piaget, Jean(1971)。Biology and Knowledge。Chicago, Illinois：University of Chicago Press。  new window
4.Piaget, J.、Ways, W.(1972)。The Principles of Genetic Epistemology。New York, NY。  new window
5.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
6.陸莉、劉鴻香(1994)。修訂畢保德圖畫詞彙測驗。心理出版社。  延伸查詢new window
7.Vygotsky, Lev S.(1962)。Thought and language。Massachusetts Institute of Technology Press。  new window
8.Piaget, J.(1995)。Explanation in sociology。Sociological studies。New York, NY。  new window
9.Campione, J. C.、Brown, A. L.(1996)。Guided discovery in a community of learners。Classroom Lessons: Integrating Cognitive Theory and Classroom Practice。Cambridge。  new window
10.Hanato, G.、Inagaki, K.(1993)。Sharing cognition through collective comprehension。Perspectives on socially shared cognition。Washington, DC。  new window
11.Piaget, J.(1995)。Logic operation and social life。Sociological studies。New York, NY。  new window
其他
1.Landry, C.，Forman, G. E.(1999)。Research on early science education，0。  new window
圖書論文
1.Cobb, P.、Wood, T.、Yackel, E.(1993)。Discourse, mathematical thinking, and classroom practice。Education and Mind: Institutional, Social, and Developmental Processes。New York：Oxford University Press。  new window
2.Piaget, J.(1983)。Piaget's theory。Handbook of child psychology: Vol. 1. History, theory, and methods。New York：John Wiley and Son。  new window
3.Piaget, J.(1995)。Genetic logic and sociology。Sociological studies。New York, NY：Routledge。  new window
 
 
 
 
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