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題名：國中理化實驗課中學習機會分佈之研究--從社會互動及認知投入的角度
書刊名：科學教育學刊
作者：黃俊儒／楊文金
作者(外文)：Huang, Chun-ju／Yang, Wen-gin
出版日期：2003
卷期：11:1
頁次：頁75-95
主題關鍵詞：學習機會；實驗課；社會互動；認知投入；Learning opportunity；Laboratory；Social interaction；Cognitive engagement
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(5) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:4
  • 點閱點閱:32
本研究所關心的問題是國中學生進行理化實驗課的過程中，學習機會分佈的情形。研究的主旨是透過理論的評析，分別從社會互動及認知投入的角度建立瞭解學習機會的指標，以瞭解理化實驗課中不同地位學生在學習機會上的分佈情形；此外基於多元能力向度的考量，進一步設計「三階段教學處置」實施於實驗課中，以瞭解學習機會分佈變動的情形。 研究結果發現，在理化實驗課的互動中，地位越高的學生，會相對地擁有質高且量多的學習機會；相對的，地位越低的學生可以從事高認知層次的思考機會則較少。在透過「三階段教學處置」的實施之後，學生間學習機會的分佈會發生變動，整體認知投入的層次會往上提昇，學習機會的向度更趨於多元，惟地位之間的固著關係仍然明顯。
Based on concern for the equality of learning opportunities in laboratories, this study explores the meanings of learning opportunities through a theoretical literature review, investigates the distributions of learning opportunities during practical laboratory instruction. The study discusses meanings of learning opportunities from the perspectives of both social interaction and cognitive engagement. Furthermore, the study used a “three-step instruction management” system to further understand the pattern of students’ learning opportunity shift alone with different laboratory activities. During the interactions of students in the junior high school laboratory, students of higher status in class tend to have better and more opportunities to learn. On the other hand, students of lower status in class tend to take less learning opportunities for processing higher level thinking. The “three-step instruction management” system helps change the distributions of learning opportunities among students and promote higher levels of cognitive involvement in activities. However, regardless of the change shown above, the static status differences among students still remain.
Other
1.Bianchini, J. A.(1997)。Where knowledge construction, equity, and context intersect: Student learning of science in small groups。  new window
2.Richmond, G.; Striley, J.(1996)。Making meaning in classroom: Social processes in Small group discourse and scientific knowledge building。  new window
3.蔣佳玲、郭重吉(1997)。同儕間科學問題討論中的合作與權力關係。  延伸查詢new window
期刊論文
1.Damon, W.、Phelps, E.(1989)。Critical distinctions among three approaches to peer interaction。International Journal of Educational Research，13，9-19。  new window
2.Cohen, E. G.、Lotan, R. A.(1995)。Producing equal-status interaction in the heterogeneous classroom。American Educational Research Journal，32(1)，99-120。  new window
3.Webb, N. M.(1989)。Peer interaction and learning in small groups。International Journal of Educational Research，13，21-39。  new window
4.Driver, R.、Asoko, H.、Leach, J.、Mortimer, E.、Scott, P.(1994)。Constructing scientific knowledge in the classroom。Educational Researcher，23(7)，5-12。  new window
圖書
1.Latour, Bruno(1987)。Science in Action。Science in Action。Cambridge, Mass。  new window
2.Steiner, Ivan Dale(1972)。Group Processes and Productivity。New York：Academic Press。  new window
3.Burr, Vivien(1995)。An Introduction to Social Constructionism。Routledge。  new window
4.李郁文(1998)。團體動力學：群體動力的理論與實務。桂冠。  延伸查詢new window
其他
1.余麗嫦(1990)。培根及其哲學。  延伸查詢new window
2.邱旻昇(1999)。從期望地位的觀點探討學生在科學小組討論中互動的平等性。  延伸查詢new window
3.曾守恆(1997)。「同儕科學家意像」對科學知識重建過程的影響分析。  延伸查詢new window
4.黃忠雄(1997)。國中生「同儕科學家意象」對科學概念合理性判斷的影響。  延伸查詢new window
5.黃俊儒和楊文金(2000)。從同儕互動的觀點討論中學理化實驗課之教學安排。  延伸查詢new window
6.楊文金(1997)。社會類別對信念選擇的影響分析。new window  延伸查詢new window
7.楊莉川(1997)。從社會認同理論探討高中生傾向科學的態度。  延伸查詢new window
8.羅文杰(1998)。兩種「班級結構」分類法在國小「同儕科學家意象」的維度上之比較分析。  延伸查詢new window
9.J. Berger & T. L. Conner(1974)。Performance expectations and behavior in small groups: A revised formulation。  new window
10.E. Cohen(1994)。Restructuring the structure of classroom: conditions for productive small groups。  new window
11.E. G. Cohen & R. A. Lotan(1997)。Working for Equity in Heterogeneous Classroom。  new window
12.E. G. Cohen(1997)。Equity in heterogeneous classrooms: A challenge for teachers and sociologist。  new window
13.E. G. Cohen, R. A. Lotan & L. Catanzarite(1990)。Treating status problems in the Cooperative classroom。  new window
14.R. Hertz-Lazarowitz(1992)。Understanding interactive behaviors: Looking at six mirrors of the classroom。  new window
15.K. Hogan(1999)。Sociocognitive roles in science group discourse。  new window
16.G. J. Kelly & C. Chen(1999)。The sound of music: Constructing science as sociocultural practices through oral and written discourse。  new window
17.O. Lee & J. Brophy(1996)。Motivational patterns observed in sixth-grade science classroom。  new window
18.R. A. Lotan(1997)。Complex instruction: An overview。  new window
19.W. -M. Roth(1996)。Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses。  new window
20.G. Salomon & T. Globerson(1989)。When teams do not function the way they ought to do。  new window
21.D. G. Wagner & J. Berger(1993)。Status characteristics theory: the growth of a program。  new window
22.M. Welzel(1998)。The emergence of complex cognition during a unit on static electricity。  new window
圖書論文
1.Solomon, J.(1994)。Group Discussions in the Classroom。Teaching Science。London：Routledge。  new window
 
 
 
 
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