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題名：不同教學方法增進學生科學本質學習成效之比較與分析
書刊名：屏東教育大學學報. 教育類
作者：謝甫宜／洪振方 引用關係
作者(外文)：Shieh, Fu-yi／Hung, Jeng-fung
出版日期：2010
卷期：35
頁次：頁1-32
主題關鍵詞：科學本質觀；科學探究；明示的教學方法；隱喻的教學方法；Nature of science；Science inquiry；Explicit teaching method；Implicit teaching method
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本研究旨在探討不同教學方法對於學生科學本質學習成效之差異。研究樣本為某所常態編班之八年級學生共130 人，依不等組前後測實驗控制設計法分為四組，先進行「了解科學本質量表」前測，於為期六週聲音單元教學後再進行該量表的後測，以單因子共變數分析得知，各組科學本質學習成效之差異達顯著水準(p < .001)，具有高度效果量.79。經多重事後比較，探究明示組之科學本質學習成效最佳，科學史明示組次之，其次為探究隱喻組以及控制組最差。依據科學本質的三面向並以三角校正法分析轉錄的教學影帶發現，採用明示科學本質觀與反思探究活動而將科學本質視為教學目標，可賦予學生有意義的情境化學習經驗，乃最能增進學生理解科學本質意涵的教學方法。
The study distinguished and analyzed among four different science teaching strategies for students to understand the effects of Nature of Science (NOS). We took four eighth grade classes of the junior high school 130 students as the samples, and used different science teaching methods to teach until six weeks. By one-way analysis of covariance, the result showed that the four classes are significant below .001 on the scores of NOS test. The class who used inquiring activities with explicit teaching NOS is better than the science history with explicit teaching method, and better than the other who used inquiring activities with implicit teaching NOS, and better than the class who used textbook based for science teaching. The teaching video data showed that the class who by inquiring activities with explicit teaching NOS could match the inquiring activities of students engaged in, and analogized to the scientists’ research to understand the NOS.
期刊論文
1.王靜如、周金燕、蔡瑞芬(2006)。國小教師科學教學基準系列報導(3)： 科學知識。屏東教育大學科學教育，24，21-28。  延伸查詢new window
2.許良榮、蕭培玉(20070200)。中小學之科學本質與科學史的教學需求之研究。科學教育學刊，15(1)，1-23。new window  延伸查詢new window
3.黃萬居、李悅美(2003)。國民小學高年級學童科學本質觀之硏究。台北市立師範學院學報，34，173-198。new window  延伸查詢new window
4.Akerson, V. L.、Hanuscin, D. L.(2007)。Teaching nature of science through inquiry: The results of a three-year professional development program。Journal of Research in Science Teaching，44(5)，653-680。  new window
5.Akindehi, F.(1988)。Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science-related attitudes。Science Education，72(1)，73-82。  new window
6.Cloug, M. P.、Olso, J. K.(2004)。The Nature of Science: Always part of the science story。The Science Teacher，28-31。  new window
7.Matso, J. O.、Parson S.(2006)。Misconceptions about the nature of science, inquiry- based instruction, and constructivism: creating confusion in the science classroom。Electronic Journal of Literacy through Science，5(6)。  new window
8.Rile, J. P.(1979)。The influence of hands-on science process training on preservice teachers’ acquisition of process skills and attitude toward science and science teaching。Journal of Research in Science Teaching，16(5)，373-384。  new window
9.Sandoval, W. A.(2005)。Understanding students' practical epistemologies and their influence on learning through inquiry。Science Education，89(4)，634-656。  new window
10.Spear, J.、Zollman, D.(1977)。The influence of structures versus unstructured laboratory on students’ understanding the process of science。Journal of Research in Science Teaching，14(1)，33-38。  new window
11.Cloug, M. P.(2006)。Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction。Science & Education，15(5)，463-494。  new window
12.Khishfe, R.、Abd-El-Khalick, F.(2002)。Influence of Explicit and Reflective Versus Implicit Inquiry-oriented Instruction on Sixth Graders' Views of Nature of Science。Journal of Research in Science Teaching，39(7)，551-578。  new window
13.林陳涌(19960300)。「了解科學本質量表」之發展與效化。科學教育學刊，4(1)，31-58。new window  延伸查詢new window
14.Nussbaum, J.(1989)。Classroom conceptual change: philosophical perspectives。International Journal of Science Education，11(5)，530-540。  new window
15.Osborne, J.、Collins, S.、Ratcliffe, M.、Millar, R.、Duschl, R.(2003)。What "ideas-about-science" should be taught in school science? A Delphi study of the expert community。Journal of Research in Science Teaching，40(7)，692-720。  new window
16.邱明富、高慧蓮(20040300)。科學史融入教學以提昇國小學童科學本質觀之研究。國立臺北師範學院學報. 數理科技教育類，17(1)，183-214。new window  延伸查詢new window
17.Abd-El-Khalick, F.、Lederman, N. G.(2000)。The Influence of History of Science Courses on Students' Views of Nature of Science。Journal of Research in Science Teaching，37(10)，1057-1095。  new window
18.Lederman, N. G.、Lederman, J. S.(2004)。Revising instruction to teach nature of science。The Science Teacher，71(9)，36-39。  new window
19.Lawson, A. E.(1982)。The nature of advanced reasoning and science instruction。Journal of Research in Science Teaching，19，743-760。  new window
20.邱明富、高慧蓮(2006)。科學史融入教學對國小學童科學本質觀影響之探究。科學教育學刊，14(2)，163-187。new window  延伸查詢new window
21.洪振方(1998)。在科學教學的另類選擇：融入科學史教學。屏師科學教育月刊，7，2-10。  延伸查詢new window
圖書
1.American Association for the Advancement of Science(2001)。Atlas for Science Literacy。Washington, DC：AAAS。  new window
2.Collett, A. T.、Chiappett, E. C.(1994)。Science instruction in the middle and science school。Merrill。  new window
3.高敬文(1996)。質化研究方法論。臺北：師大書苑。  延伸查詢new window
4.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
單篇論文
1.Flic, L. B.(1996)。Student perspectives on learning inquiry-oriented science: Science knowledge and nature of science。  new window
2.Meichtr, Y. J.(1995)。Elementary science methods: strategies to measure and develop student views about the nature of science(ed 382-448)。  new window
其他
1.教育部(2003)。國民中小學九年一貫數學學習領域課程綱要，http://www.edu.tw/EJE/content.aspx?site_content_ sn=4420， 20091201。  延伸查詢new window
 
 
 
 
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