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題名：不同教學策略影響中小學學生學習顯微鏡相關課程之探究
書刊名：國立臺北師範學院學報. 數理科技教育類
作者：盧秀琴
作者(外文)：Lu, Chow-chin
出版日期：2004
卷期：17:1
頁次：頁147-172
主題關鍵詞：生物課室觀察；詮釋性分析；教學信念；教學策略；Biology classroom observation；Interpretative analysis；Teaching belief；Teaching strategy
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(7) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:29
  • 點閱點閱:30
　　　　　本研究進行中小學個案班級的生物課室觀察，以探究不同的教學策略如何影響學生學習顯微鏡相關課程。本研究採用「質的研究」，收集教學活動紀錄、教師教學日誌、學生學習單、訪談、觀察者日誌和TIWM、DODT測試結果等資料做交叉比對與詮釋性分析。研究結果顯示：國小個案教師雖執教國小自然科多年，但其教師信念認為只要依照教科書教學，讓學生感覺有興趣學習即可，不在乎學生的學習成效；故造成學生一直在嘗試錯誤，學習效果不佳。國中個案教師的生物教學年限較短，科學素養可以，但教學經驗和對學生的了解不夠，雖然能整理教材，並配合教具、媒體進行教學，但列舉過多的例子和講述，造成學生死背而不能理解的困擾。高中個案教師的教學經驗豐富，除了能整理有系統的教材，應用電腦媒體教學外，更能利用提問引導和小組討論，讓學生進行探究、思考，以獲得科學的本質。 由於顯微鏡相關課程的科學名詞很多，發現國中個案教師多以講述法闡釋細胞與細胞生理現象的概念，學生無法理解，而產生以直覺、臆測和生活經驗回答問題的另有概念。本研究將蒐集有意義學習的教學策略，設計細胞與細胞生理現象的教學模組以改進教學，期待能幫助學生學習。
　　　　　The study was attempted to investigate the difference of teaching strategies to affect elementary and middle school students in learning microscope related curriculum by using biology classroom observation. The qualitative research method was used to collect and to analyze the research data, including the records of teaching activities, teaching diaries, students’ notes, interviews, observers’ diaries and TIWM, DODT test results, etc. The result indicated that the elementary school case teacher relied on the textbook for his teaching and emphasized the fun of learning, caring little about the learning effect. Therefore his students kept trying errors, and learned very little. The junior high school case teacher has enough scientism discipline but less teaching experience. Though she could reorganize the teaching material and coordinate teaching aid and media to carry on the teaching, she enumerated too many examples, so her students recited lectures without understanding. The senior high school case teacher has enough teaching experience and could reorganize the teaching material aid computer media to carry on the teaching. The students obtained the science essence because the teacher guided them to discuss and inquire for the science issue. Because microscope related curriculum had many scientific terms, the junior high school case teacher explained the cell and the cell physiological phenomenon concepts by words. It caused the student to answer the question with intuition, speculation, and the experience of life. The study is intended to develop teaching module of the cell and the cell physiological phenomenon by collecting significant teaching strategies to improve teacher’s teaching and students’ learning.
期刊論文
1.Carey, S.、Evans, R.、Honda, M.、Jay, E.、Unger, C.(1989)。An experiment is when you try it and see if it works: A study of grade 7 students' understanding of the construction of scientific knowledge。International Journal of Science Education，11(5)，514-529。  new window
2.張美玉(19980600)。建構取向的科學教室內師生互動實例。科學教育學刊，6(2)，149-168。new window  延伸查詢new window
3.Friedler, Y.、Amir, R.、Tamir, P.(1987)。High school students' difficulties in understanding osmosis。International Journal of Science Education，9(5)，541-551。  new window
4.Gilbert, S. W.(1989)。An evaluation of the use analogy, simile, and metaphor in science texts。Journal of Research in Science Teaching，26(4)，315-327。  new window
5.Marek, E. A.、Cowan, C. C.、Cavallo, A. M. L.(1994)。Students' misconceptions about diffusion: how can they be eliminated?。The American Biology Teacher，56(2)，74-77。  new window
6.Shemesh, M.、Lazarowitz, R.(1989)。Pupils' reasoning skills and their mastery of biological concepts。Journal of Biological Education，23(1)，59-63。  new window
7.Zuckerman, J. T.(1994)。Problem solvers' conceptions about osmosis。The American Biology Teacher，56(1)，22-25。  new window
8.盧秀琴(20030300)。顯微鏡下的世界兩階層診斷式紙筆測驗的發展與效化。國立臺北師範學院學報，16(1)，127-166。new window  延伸查詢new window
9.湯清二(19910600)。我國學生自然科概念發展與診斷教學之研究--生物細胞概念發展。彰化師範大學學報，2，489-516。  延伸查詢new window
10.曾千虹、耿正屏(19930400)。國小、國中及高中學生之細胞概念發展。科學教育，4，157-182。  延伸查詢new window
11.王靜如(20000600)。國小教師教學改變之研究。屏東師院學報，13，281-315。new window  延伸查詢new window
12.Odom, Arthur Louis、Barrow, Lloyd H.(1995)。Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction。Journal of Research in Science Teaching，32(1)，45-61。  new window
13.盧秀琴(20030900)。臺灣北部地區中小學學生的顯微鏡操作技能與相關概念之發展。國立臺北師範學院學報，16(2)，161-186。new window  延伸查詢new window
14.湯清二(19930600)。我國學生生物細胞概念發展研究迷思概念之唔談與概念圖。彰化師範大學學報，4，141-170。  延伸查詢new window
15.Abd-El-Khalick, Fouad、Bell, Randy L.、Lederman, Norman G.(1998)。The Nature of Science and Instructional Practice: Making the Unnatural Natural。Science Education，82(4)，417-436。  new window
16.謝祥宏、耿正屏(19960400)。交互式多媒體教學系統對高中學生學習細胞生理概念之研究。科學教育，7，92-122。  延伸查詢new window
會議論文
1.Nott, M.、Wellington, J.(1996)。Probing teachers' views of the nature of science: How should we do it and where should we be looking。The third international history, philosophy, and science teaching conference。Minneapolis：University of Minnesota。684-872。  new window
研究報告
1.盧秀琴(2003)。科學概念學習研究（III）生物科子計劃六：國小及國一學生產生「顯微鏡下的世界」之另有概念成因的探討（II） (計畫編號：NSC 91-2522-S-152-007)。  延伸查詢new window
2.楊榮祥(1998)。中學科學教學環境之研究 (計畫編號：NSC-87-2511-S-003-011)。臺北。  延伸查詢new window
學位論文
1.林芬遠(1997)。國中生物課口語之探討(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Lemke, J. L.(1990)。Talking science: Language, learning, and value。Ablex。  new window
2.國科會(2002)。國科會中小學生科學概念發展整合型計劃期中報告書。臺北：國科會。  延伸查詢new window
3.Baird, J. R.、Mitchell, I. J.(1986)。Improving the quality of teaching and learning--An Australian case study。Melbourne, Victoria：Monash University。  new window
4.Charon, J. M.(1989)。Symbolic interactionism: An introduction, an interpretation, an integration。California：Englewood cliffs, NJ：Prentice-Hall。  new window
5.教育部(2000)。國民中小學九年一貫課程暫行綱要。台北：教育部。  延伸查詢new window
6.教育部(2000)。國民中小學九年一貫課程基本能力實踐策略。教育部。  延伸查詢new window
7.國科會(2003)。國科會91年度科學概念整合型專題研究計劃成果報告及教室觀察與質性數據之經營方法之研習。教育部。  延伸查詢new window
8.Bird, M. D.(1992)。Correspondence with U. S. Department of Education。Baltimore, MD：University of Maryland Baltimore County。  new window
9.Burr, V.(1995)。An introduction to social constructivism。NY：Routedge。  new window
10.Ledeman, N. G.(1995)。Translation and transformation of teachers' understanding of the nature of science into classroom practice。U.S. Dept. of Education, Office of Educational Research and Improvement。  new window
11.Patton, Michael Quinn、吳芝儀、李奉儒(1995)。質的評鑑與研究。桂冠圖書股份有限公司。  延伸查詢new window
圖書論文
1.Schlechty, P.、Noblit, G.(1982)。Some uses of sociological theory in educational evaluation。Policy research。CT：JAI。  new window
2.Spiro, Rand J.、Feltovich, P. J.、Coulson, R. L.、Anderson, D. K.(1989)。Multiple analogies for complex concepts: Antidotes for analogy-induced misconception in advanced knowledge acquisition。Similarity and analogical reasoning。New York：Cambridge University Press。  new window
3.Denzin, Norman K.、Lincoln, Yvonna S.(1994)。Introduction: Entering the Field of Qualitative Research。Handbook of Qualitative Research。Sage Publications。  new window
4.Sivertsen, M. L.(1993)。Transforming Ideas for Teaching and Learning Science: A Guide for Elementary Science Education。Note of Office of Educational Research and Improvement。Washington, D.C.：Office of research。  new window
 
 
 
 
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