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題名：溝通式閱讀科學文本教學方案對國小四年級學生科學閱讀表現之影響
書刊名：新竹教育大學教育學報
作者：羅廷瑛 引用關係
作者(外文)：Lo, Ting-ying
出版日期：2015
卷期：32:1
頁次：頁93-126
主題關鍵詞：溝通式閱讀策略；多元文化學生；科學學習動機；科學閱讀理解；科學閱讀方案；Communicative reading strategy；Multicultural students；Science learning motivation；Science reading comprehension；Science reading program
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  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:139
  • 點閱點閱:58
本研究旨在發展溝通式閱讀科學文本教學方案，並比較一般閱讀科學文本方案對學生的科學閱讀表現，進一步也探討接受不同教學方案的多元文化學生的科學閱讀表現。研究者採準實驗研究法，以兩校41位四年級學生為研究對象，實驗組有23位學生，對照組有18位學生，兩組並依其學生的多元文化屬性分為族群、性別與不同學習成就者，接受12週、48節不同的科學閱讀教學方案處理。研究者蒐集量化及質性資料以統計或質性分析之。結果顯示溝通式閱讀科學文本閱讀教學方案在提升學生以及班級內多元文化學生的科學閱讀表現優於一般閱讀科學文本教學方案。
The purpose of this study was to develop a communicative reading program for science text teaching and to evaluate its effect on the science reading performance of fourth-grade students. This study also examined the science reading performance of multicultural students. A quasi-experimental method was used in the study, with a nonequivalent pretest-posttest design. Forty-one fourth-grade students from two primary schools participated: 23 students were placed in an experimental group and 18 students were assigned to a control group. The multicultural variables of the students were divided according to ethnicity, gender, and learning achievement. The science reading program comprised 48 classes over 12 weeks. Reading comprehension and learning motivation were assessed in all students before and after the experimental treatment. Documentary data for teachers and students were collected. The quantitative and qualitative analysis were used in the study. The results indicated that the students in the communicative reading program exhibited greater progression in both science reading comprehension and motivation compared with the students in the general reading program. In addition, multicultural students in the communicative reading science text teaching program benefitted on a different subscale in science reading performance.
期刊論文
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3.Atwater, M.(1996)。Social constructivism: Infusion into multicultural science education research agenda。Journal of Research in Science Teaching，33，821-837。  new window
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7.Schunk, D. H.、Rice, J. M.(1993)。Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services。The Journal of Special Education，27(3)，257-276。  new window
8.Wigfield, Allan、Guthrie, John T.、Tonks, Stephen、Perencevich, Kathleen C.(2004)。Children's motivation for reading: Domain specificity and instructional influences。The Journal of Educational Research，97(6)，299-310。  new window
9.Cavas, P.(2011)。Factors affecting the motivation of Turkish primary students for science learning。Science Education International，22(1)，31-42。  new window
10.Crowe, L. K.(2003)。Comparison of two reading feedback strategies in improving the oral and written language performance of children with language learning- disabilities。American Journal of Speech-Language Pathology，12，16-27。  new window
11.Crowe, L. K.(2005)。Comparison of two oral reading feedback strategies in improving reading comprehension of school-age children with low reading ability。Remedial & Special Education，26(1)，32-42。  new window
12.Honig, S, L.(2010)。A framework for supporting scientific language in primary grades。The Reading Teacher，64(1)，23-32。  new window
13.Roberts, G.、Torgesen, J. K.、Boardman, A.、Scammacca, N.(2008)。Evidence -based strategies for reading instruction of older students with learning disabilities。Learning Disabilities Research and Practice，23，63-69。  new window
14.Seifert, K.、Espin, C.(2012)。Improving reading of science text for secondary students with learning disabilities: Effects of text reading, vocabulary learning, and combined approaches to instruction。Learning Disability Quarterly，35(4)，236-247。  new window
15.Sevinc, B.、Ozmen, H.、Yigit, N.(2011)。Investigation of primary students' motivation levels towards science learning。Science Education International，22(3)，218-232。  new window
16.Tuan, H. L.、Chin, C. C.、Shieh, S. H.(2005)。The development of a questionnaire forassessing students’ motivation toward science learning。International Journal of Science Education，27，639-654。  new window
17.Vitale, Michael R.、Romance, Nancy R.(20120400)。Using In-depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2。International Journal of Science and Mathematics Education，10(2)，457-472。  new window
18.Wang, Jing-ru、Wang, Yuh-chao、Tai, Hsin-jung、Chen, Wen-ju(20101000)。Investigating the Effectiveness of Inquiry-based Instruction on Students with Different Prior Knowledge and Reading Abilities。International Journal of Science and Mathematics Education，8(5)，801-820。  new window
19.Zoghi, M.、Mustapha, R.、Rizan, T. N.(2011)。Getting to know L2 poor comprehenders。English Language Teaching，4(1)，98-104。  new window
20.盧秀琴、陳碧霞(20050500)。國小學生閱讀理解能力與學習顯微鏡相關課程之關係--以一個個案班級為例。臺北市立師範學院學報. 人文藝術類社會科學類科學教育類，36(1)，209-238。new window  延伸查詢new window
21.盧秀琴(20040900)。中小學「細胞相關課程閱讀理解能力測驗」的發展與效化。國立臺北師範學院學報. 數理科技教育類，17(2)，83-114。new window  延伸查詢new window
22.熊同鑫(19980400)。語言在自然科教室內的意涵：一間後山教室內教學活動的記事。臺東師院學報，9，1-36。new window  延伸查詢new window
23.Anderman, E. M.、Young, A. J.(1994)。Motivation and strategy use in science: Individual differences and classroom effects。Journal of Research in Science Teaching，31(8)，811-833。  new window
24.蔡執仲、段曉林、靳知勤(20070400)。巢狀探究教學模式對國二學生理化學習動機影響之探討。科學教育學刊，15(2)，119-144。new window  延伸查詢new window
25.Spence, D. J.、Yore, L. D.、Williams, R. L.(1999)。The effects of explicit science reading instruction on selected grade 7 students' metacognition and comprehension of specific science text。Journal of Elementary Science Education，11(2)，15-30。  new window
26.靳知勤(20071200)。科學教育應如何提升學生的科學素養--臺灣學術精英的看法。科學教育學刊，15(6)，627-646。new window  延伸查詢new window
27.Greene, B. A.、Miller, R. B.、Crowson, H. M.、Duke, B. L.、Akey, K. L.(2004)。Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation。Contemporary Educational Psychology，29(4)，462-482。  new window
28.譚光鼎、林明芳(20020600)。原住民學童學習式態的特質--花蓮縣秀林鄉泰雅族學童之探討。教育研究集刊，48(2)，233-261。new window  延伸查詢new window
29.Palmer, D. H.(2005)。A motivational view of constructivist-informed teaching。International Journal of Science Education，27(15)，1853-1881。  new window
會議論文
1.施雅馨、林淑梤、張惠博(2004)。生物實習教師利用資訊融入教學以提昇學生學習動機之行動研究。中華民國第二十屆科學教育學術研討會。高雄市：高雄師範大學。  延伸查詢new window
2.陳燕嬋、周珮涵、劉嘉茹(2009)。探討科普活動對國小學生探究能力知覺、學習動機的影響。中華民國第25屆科學教育學術研討會。臺北市：國立臺灣師範大學。  延伸查詢new window
3.鄒永裕、王美芬(2007)。概念構圖教學對國小學童科學閱讀理解能力影響之研究。中華民國第22屆科學教育學術研討會。臺北市：國立臺灣師範大學。  延伸查詢new window
學位論文
1.龍麟如(1997)。國小學生對科學的態度與相關變項關係之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.余俐玟(2009)。原住民兒童天文概念之文化取向科學圖畫書教學實驗研究(碩士論文)。屏東科技大學。  延伸查詢new window
3.吳宛真(2008)。不同形式的科學文本對國小學童閱讀理解之影響--以太陽能為例(碩士論文)。國立屏東教育大學。  延伸查詢new window
4.楊坤霖(2003)。國民小學中年級學童自然科學業成就與其相關因素之研究--以彰化縣為例(碩士論文)。臺中師範學院。  延伸查詢new window
5.謝地利(2007)。國小學童課外閱讀情況與科學文章閱讀理解及科學創造力之調查研究(碩士論文)。國立屏東教育大學。  延伸查詢new window
6.蘇昭芬(2014)。整合科學閱讀及寫作於國小自然科教學對學生自然科學習成就之影響(碩士論文)。中原大學。  延伸查詢new window
7.Badon(1993)。Comparison of word recognition and story retelling under the condition of contextualized versus decontextualized reading events in atrisk poor readers(-)。Louisiana State University，Baton Rouge, Louisiana。  new window
8.Hernandez, S. N.(1989)。Effects of communicative reading strategies on the literacy behaviors of third grade poor readers(博士論文)。Louisiana State University，Baton Rouge, Louisiana。  new window
9.吳事勳(2007)。漢原族群國小學童在科學學習動機及科學學習興趣之探究(碩士論文)。國立屏東教育大學，屏東市。  延伸查詢new window
10.夏曼．藍波安(2003)。原初豐腴的島嶼--達悟民族的海洋知識與文化(碩士論文)。國立清華大學。  延伸查詢new window
圖書
1.Barchers, S. I.(1998)。Teaching Reading from Process to Practice。Wadsworth Publishing Company。  new window
2.孫大川(2003)。台灣原住民的神話與傳說。臺北市：新自然主義。  延伸查詢new window
3.Brophy, J. E.(1998)。Motivating students to learn。Boston。  new window
4.教育部(2012)。國民中小學九年一貫課程綱要。臺北市：教育部。  延伸查詢new window
5.Lemke, Jay L.(1990)。Talking science: Language, learning, and values。Ablex。  new window
6.Wellington, J. J.、Osborne, J.(2001)。Language and literacy in science education。Open University Press。  new window
7.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
8.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
9.王美芬、熊召弟(2005)。國小階段自然與生活科技教材教法。台北市：心理。  延伸查詢new window
其他
1.蔡美仁(2008)。自然與生活科技領域教師使用互動式電子白板教學對學生學習影響之研究--以新竹縣中山國小高年級為例，http://www.nc.hcc.edu.tw/files/16-1119-86073.php。  延伸查詢new window
圖書論文
1.Goodman, K. S.(1988)。The reading process。Interactive approaches to second language reading。Cambridge：Cambridge University Press。  new window
2.張清榮(2001)。有效推動「課外閱讀」的策略。學生閱讀教育。臺南市：國立臺南師範學院輔導處。  延伸查詢new window
3.陳向斌、吳潔蓉、蔡米惠、施妮均(2004)。科學閱讀Easy Go國小三年級科學文章閱讀課程發展之行動研究。臺北市第十一屆中小學暨幼稚園教育專業創新與行動研究國小組成果集。  延伸查詢new window
4.黃茂在、陳文典(2011)。科學閱讀。國小中年級自然與生活科技領域科學閱讀資源集。  延伸查詢new window
5.Holliday, B. G.(1985)。Towards a model of teacher and child transactional processes affecting Black children’s academic achievement。Beginnings: The social and psychological development of black children。Hillsdale, NJ：Lawrence Erlbaum。  new window
6.單文經(1993)。在班級中營造多元文化教育環境的策略。多元文化教育。臺北：台灣書店。  延伸查詢new window
7.Snow, C. E.、Sweet, A. P.(2003)。Reading for comprehension。Rethinking reading comprehension。New York, NY：The Guilford Press。  new window
8.Rumelhart, D. E.(1977)。Toward an interactive model of reading。Attention and performance IV。Hillsdale, NJ：Laurence Erlbaum Associates。  new window
 
 
 
 
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