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題名：錨定寫作教學對不同教師互動知覺學生的科學學習影響之研究
書刊名：科學教育學刊
作者：林雅慧／張惠博／葉辰楨／張文華
作者(外文)：Lin, Ya-hui／Chang, Huey-por／Yeh, Chern-jen／Chang, Wen-hua
出版日期：2010
卷期：18:6
頁次：頁493-519
主題關鍵詞：科學寫作；科學學習；教師互動；課室環境；錨定；Science writing；Science learning；Teacher interaction；Classroom environment；Anchoring
原始連結：連回原系統網址new window
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寫作發展的相關研究常忽視探討社會互動此一關鍵影響因素。錨定寫作教學強調由互動來中介學生連結先前經驗與新學習內容，以協助學生轉化知識。本研究旨在探討錨定寫作教學對四年級學生認知層面的效益，並檢討所營造的互動環境。資料包括學生的「空氣的祕密」單元前後測、寫作文本、及教師互動問卷前後測。ANCOVA結果顯示，錨定寫作組(N = 97)在程序性知識向度顯著高於不錨定寫作組(N = 75, p < .05)。融入寫作活動後，兩組學生在教師互動行為問卷的正向向度知覺下降，但進行錨定活動減少了學生對教師互動行為的負向知覺。寫作文本分析結果指出，錨定寫作組學生若知覺到擁有學習主控權，寫作品質提升；學生文本更能展現其修正思維、整合概念的論述能力。
Research about writing development frequently neglects the critical role of social interaction. While applying anchored-writing instruction, teachers should modify their interaction style to mediate students in bridging prior experiences and new learning content, in order to effect knowledge transformation. This quasi-experimental study explored the effect of anchored-writing instruction on students’ cognitive learning outcomes and examined students’ perception of their teacher’s interactive behaviors. Collected data included pre- and post- cognitive tests for the “Secret of the air” unit, student written artifacts, and pre- and post- Questionnaires on Teacher Interaction (QTI), in order to investigate the relationship between changed student perception and student writing quality. The result of an ANCOVA on unit test results indicated that Anchored-Writing students (N = 97) outperformed Non-Anchored-Writing students (N = 75) on a procedural knowledge scale (p < .05). Although students in both groups scored lower on the positive scales of QTI in the post-test, the Anchored-Writing instruction reduced students’ negative perceptions. Analysis of written artifacts revealed that those Anchored-Writing group students who were aware of ownership tended to write better pieces in terms of self-correcting and of integrating concepts.
期刊論文
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12.Wubbels, T.、Levy, J.(1991)。A comparison of interpersonal behavior of Dutch and American teachers。International Journal of Intercultural Relationships，15，1-18。  new window
13.Goh, S. C.、Fraser, B. J.(1998)。Teacher interpersonal behaviour, classroom environment and student outcomes in primary mathematics in Singapore。Learning Environments Research，1，199-229。  new window
14.Cognition and Technology Group at Vanderbilt(1990)。Anchored Instruction and Its Relationship to Situated Cognition。Educational Researcher，19(6)，2-10。  new window
15.徐新逸(19950400)。如何借重電腦科技來提昇問題解決的能力？--談「錨式情境教學法」之理論基礎與實例應用。教學科技與媒體，20，25-30。new window  延伸查詢new window
16.胡瑞萍、林陳涌(2002)。寫作與科學學習。科學教育月刊，253，2-18。  延伸查詢new window
17.Norris, S. P.、Phillips, L. M.(2003)。How literacy in its fundamental sense is central to scientific literacy。Science Education，87(2)，224-240。  new window
18.徐新逸(19980200)。情境學習對教學革新之回應。研習資訊，15(1)，16-24。  延伸查詢new window
19.洪月女、靳知勤(20080400)。科學寫作理論與教學之探討。課程與教學，11(2)，173-191。new window  延伸查詢new window
20.王岱伊、孫春在、王金村(2009)。學習者思考風格對其情境定錨與註記行為的影響。數位學習科技期刊，1(2)，94-105。new window  延伸查詢new window
21.林雅慧、張文華、張惠博(2007)。發展錨定式科學寫作模式之行動研究。科學教育學刊，15(5)，491-520。new window  延伸查詢new window
22.楊榮祥(1998)。改善學術研究和教室實務的關係。科學教育學刊，6(4)，321-323。new window  延伸查詢new window
23.Duit, R.、Roth, W.-M.、Komorek, M.、Wilbers, J.(1998)。Conceptual change cum discourse analysis to understand cognition in a unit on chaotic systems: Towards an integrative perspective on learning in science。International Journal of Science Education，20(9)，1059-1073。  new window
24.Fisher, D.、Henderson, D.、Fraser, B. J.(1995)。Interpersonal behaviour in senior high school biology class。Research in Science Education，25(2)，125-133。  new window
25.Fisher, D., Waldrip, B.,、den Brok, P.(2005)。Students’ perceptions of primary teachers’ interpersonal behavior and of cultural dimensions in the classroom environment。International Journal of Educational Research，43(1-2)，25-38。  new window
26.Guha, S.(1999)。Playful activities for young children。Science and Children，37(2)，36-40。  new window
27.Gunel, M., Hand, B.,、Prain, V.(2007)。Writing for learning in science: A secondary analysis of six studies。International Journal of Science and Mathematics Education，5(4)，615-637。  new window
28.Hand, B., Wallace, C. W.,、Yang, E. -M.(2004)。Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects。International Journal of Science Education，26(2)，131-149。  new window
29.Henderson, D. G.,、Fisher, D. L.(2008)。Interpersonal behaviour and student outcomes in vocational education classes。Learning Environments Research，11(1)，19-29。  new window
30.Hogan, K.、Maglienti, M.(2001)。Comparing the epistemological underpinnings of students’ and scientists’ reasoning about conclusions。Journal of Research in Science Teaching，38(6)，663-687。  new window
31.Kelly, G. J.、Chen, C.(1999)。The sound of music: Constructing science as sociocultural practices through oral and written discourse。Journal of Research in Science Teaching，36(8)，883-915。  new window
32.Keys, C. W.(2000)。Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report。Journal of Research in Science Teaching，37(7)，676-690。  new window
33.Klein, P. D.(1999)。Reopening inquiry into cognitive processes in writing-to-learn。Educational Psychology Review，11(3)，203-270。  new window
34.Klein, P. D.(2000)。Elementary students’strategies for writing-to-learn in science。Cognition and Instruction，18(3)，317-348。  new window
35.Kokkinos, C. M., Charalambous, K.,、Davazoglou, A.(2009)。Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the questionnaire on teacher interaction。Learning Environments Research，12(2)，101-114。  new window
36.Levy, J., den Brok, P., Wubbels, T.,、Brekelmans, M.(2003)。Students’ perceptions of Interpersonal aspects of the learning environment。Learning Environments Research，6(1)，5-36。  new window
37.Mason, L.,、Boscolo, P.(2000)。Writing and conceptual change. What changes?。Instructional Science，28(3)，199-226。  new window
38.Prain, V.(2006)。Learning from writing in secondary science: Some theoretical and practical implications。International Journal of Science Education，28(2-3)，179-201。  new window
39.Prain, V.,、Hand, B.(1999)。Student perceptions of writing for learning in secondary school science。Science Education，83(2)，151-162。  new window
40.Quek, C. -L., Wong, A. F. L., Divaharan,S., Liu, W. -C., Peer, J.,、Williams, M. D.(2007)。Secondary school students’ perceptions of teacher-student interaction and students’ attitudes towards project work。Learning Environments Research，10(3)，177-187。  new window
41.Rickards, T., den Brok, P.,、Fisher, D.(2005)。The Australian science teacher: A typology of teacher-student interpersonal behaviour in Australian science classes。Learning Environments Research，8(3)，267-287。  new window
42.Roth, R. G.(1987)。The evolving audience: Alternatives to audience accommodation。College Composition and Communication，38(1)，47-55。  new window
43.Schultz, K.,、Fecho, B.(2000)。Society’s child: Social context and writing development。Educational Psychologist，35(1)，51-62。  new window
44.Telli, S., den Brok, P.,、Cakiroglu, J.(2007)。Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of a Turkish version of the questionnaire on teacher interaction。Learning Environments Research，10(2)，115-129。  new window
45.Yore, L. D.、Shymansky, J. A.(1991)。Reading in science: Developing an operational conception to guide instruction。Journal of Science Teacher Education，2(2)，29-36。  new window
會議論文
1.林雅慧、張文華(2004)。發展一個學習科學的寫作模式之行動研究。臺東市。  延伸查詢new window
2.Fisher, D. L., Fraser, B. J.,、Rickards, T.W.(1997)。Gender and cultural differences in teacher-student interpersonal behavior。Chicago, IL。  new window
3.Lin, Y. H., Chang, W. H.,、Chang, H. P.(2005)。A preliminary study on fourth graders’ perception of science teachers’ interpersonal behaviours。Dallas, TX。  new window
4.Norman, K. I.,、Hayden, K. L.(2002)。K-12 instruction in the United States: Integrating national standards for science and writing through emerging technologies。  new window
5.Young, M. F.,、Kulikowich, J. M.(1992)。Anchored instruction and anchored assessment: An ecological approach to measure situated learning。San Francisco。  new window
學位論文
1.蔡志賢(2003)。科學寫作融入國小自然科教學的行動研究(碩士論文)。國立嘉義大學。  延伸查詢new window
2.張書綺(2008)。啟發式科學寫作活動對五年級學童後設認知能力、科學學習態度以及學習成就之影響，彰化市。  延伸查詢new window
3.許敦凱(2008)。啟發式科學寫作對國小五年級學生科學對談類型的影響，臺南市。  延伸查詢new window
4.陳伶如(2007)。科學寫作融入5E學習環教學模式在國小生活課程之研究，中壢市。  延伸查詢new window
5.陳威霖(2005)。實施啟發式科學寫作教學之行動研究，彰化市。  延伸查詢new window
6.賴明煜(2007)。以繪本電子書融入教學提升兒童自然寫作之研究，臺北市。  延伸查詢new window
圖書
1.Halliday, Michael A. K.、Martin, J. R.(1993)。Writing Science: Literacy and Discursive Power。London：Falmer Press。  new window
2.Bybee, Rodger W.(1997)。Achieving scientific literacy: From purposes to practices。Portsmouth, NH：Heinemann。  new window
3.Langer, J. A.、Applebee, A. N.(1987)。How writing shapes thinking: A study of teaching and learning。Urbana, IL：National Council of Teachers of English。  new window
4.Bereiter, Carl、Scardamalia, Marlene(1987)。The Psychology of Written Composition。Hillsdale, New Jersey：Lawrence Erlbaum Associates, Inc.。  new window
5.Hodson, D.(1998)。Teaching and learning science: Towards a personalized approach。Buckingham：Open University Press。  new window
6.Wellington, J. J.、Osborne, J.(2001)。Language and literacy in science education。Open University Press。  new window
7.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
8.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
9.Anderson, Lorin W.、Krathwohl, David R.、Airasian, Peter W.、Cruikshank, Kathleen A.、Mayer, Richard E.、Pintrich, Paul R.、Wittrock, Merlin C.、Raths, James(2001)。A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives。Addison Wesley Longman。  new window
10.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
11.Bell, B., Bareiss, R.,、Beckwith, R.(1993)。The role of anchored instruction in the design of a hypermedia science museum exhibit。Evanston, IL。  new window
12.Berninger, V. W.,、Winn, W. D.(2006)。Implications of advancements in brain research and technology for writing development, writing instruction, and educational education。Handbook of writing research。New York。  new window
13.Champagne, A. B.,、Kouba, V. C.(2000)。Writing to inquire: Written products as performance measures。Assessing science understanding: A human constructivist view。San Diego, CA。  new window
14.Freedman, R. L. H.(1999)。Science and writing connections。White Plains, NY。  new window
15.Prior, P.(2006)。A sociocultural theory of writing。Handbook of writing research。New York。  new window
16.Thier, M.、Daviss, B.(2002)。The new science literacy。Portsmouth, NH：Heinemann。  new window
17.Wubbels, T.,、Levy, J.(1993)。Do youknow what you look like?。Interpersonal relationships in education。London。  new window
18.Wubbels, T.,、Brekelmans, M.(1998)。The teacher factor in the social climate of the classroom。International handbook of science education (Vol. 1)。Boston。  new window
圖書論文
1.Glynn, M. S.、Yeany, R. H.、Britton, B. K.、王美芬(1996)。建構論的科學學習觀。科學學習心理學。心理出版社。  延伸查詢new window
2.Gee, J. P.(2004)。Language in the science classroom: Academic social languages as the heart of school-based literacy。Crossing borders in literacy and science instruction: Perspectives on theory and practice。Newark, DE：International Reading Association。  new window
3.Hand, B.(2004)。Cognitive, constructivist mechanisms for learning science through writing。Writing and learning in the science classroom。Kluwer Academic。  new window
4.Lemke, J. L.(2004)。The literacies of science。Crossing borders in literacy and science instruction: Perspectives on theory and practice。Newark, DE：International Reading Association。  new window
 
 
 
 
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