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題名：新興科技融入探究式教學的成效探討
書刊名：科學教育學刊
作者：楊桂瓊 引用關係／陳雅君／洪瑞兒 引用關係／林煥祥
作者(外文)：Yang, Kuay-keng／Chen, Ya-chun／Hong, Zuway-r／Lin, Huann-shyang
出版日期：2015
卷期：23:2
頁次：頁111-127
主題關鍵詞：科學能力；探究式教學；新興科技議題；Science competency；Inquiry-based teaching；Emerging technology
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(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:5
  • 共同引用共同引用:96
  • 點閱點閱:110
本研究目的在於探討參與新興科技融入探究式教學的高中學生在科學能力方面的學習成效，藉以瞭解該項由科技部規劃，結合大學新興科技研究學者、科學課程及教學專家、以及高中科學教師各團隊所執行的高瞻計畫實施現況。研究樣本包括10所參與高瞻計畫的高中及高職，各自選取程度、人數相當的參與高瞻計畫之學生與未參與高瞻計畫之學生共710人。利用國際學生學習成就評量（Programme for International Student Assessment,PISA）2015預試（fieldtrial）的情境式能力導向試題為評量工具，遵照PISA的規定及程序進行施測。研究結果發現參與高瞻計畫之學生在PISA2015預試所評量的「解釋科學現象」、「評估與設計科學探究」、「詮釋科學數據及證據」以及上述三項科學能力的總分整體表現，均顯著地優於未參與高瞻計畫之學生。另外，就同樣參與高瞻計畫的學生而言，高中學生在上述科學探究能力的表現仍然顯著優於高職學生。最後針對上述評量結果我們提出在科學課程及教學上的應用及建議。
The purpose of this study was to explore the effectiveness of the High Scope Project (HSP) which was initiated by the Ministry of Science and Technology and focused on integrating emerging technology into inquiry-based science teaching. The project encouraged collaborative cooperation in which scientists, science educators, and high school science teachers worked together collaboratively for the development and implementation of innovative curriculum and instruction. A total of 710 participants were selected from 10 senior and vocational high schools. Each school was asked to select an equal number of students who were involved in HSP and non-HSP students with similar background and academic achievement. With the use of Programme for International Student Assessment (PISA) 2015 Field Trial test items and questionnaires, the standard procedure of PISA assessment was strictly followed. The initial results of data analysis revealed that those HSP students outperform their counterparts on the science competencies of explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. In addition, the performance of HSP students in high schools on the above three competencies are significantly better than those HSP students studying in vocational high schools. Based on these findings, suggestions and implications in science education are addressed.
期刊論文
1.Tai, R. H.、Liu, C. Q.、Maltese, A. V.、Fan, X.(2006)。Planning early for careers in science。Science，312(5777)，1143-1144。  new window
2.洪振方、陳毓凱(20110200)。高中探究本位課程之設計與實施的個案研究--以新興科技議題為例。科學教育學刊，19(1)，1-23。new window  延伸查詢new window
3.Birmingham, D.、Calabrese Barton, A.(2014)。Putting on a green carnival: Youth taking educated action on socioscientific issues。Journal of Research in Science Teaching，51(3)，286-314。  new window
4.Freidenreich, H. B.、Duncan, R. G.、Shea, N.(2011)。Exploring middle school students, understanding of three conceptual models in genetics。International Journal of Science Educa- tion，33(17)，2323-2349。  new window
5.Gettinger, M.(1991)。Learning time and retention differences between nondisabled students and students with learning disabilities。Learning Disability Quarterly，14(3)，179-189。  new window
6.Gettinger, M.、Seibert, J. K.(2002)。Best practices in increasing academic learning time。Best Practices in School Psychology IV，1，773-787。  new window
7.Ho, Hsin Ning Jessie、Tsai, Meng-jung、Wang, Ching-yeh、Tsai, Chin-chung(20140600)。Prior Knowledge and Online Inquiry-Based Science Reading: Evidence from Eye Tracking。International Journal of Science and Mathematics Education，12(3)，525-554。  new window
8.Hulleman, C. S.、Harackiewicz, J. M.(2009)。Promoting interest and performance in high school science classes。Science，326(5958)，1410-1412。  new window
9.Khishfe, R.(2012)。Nature of science and decision-making。International Journal of Science Education，34(1)，67-100。  new window
10.Kuo, L.、Yu, J.-C.、Yang, H.-H.、Hu, W. C.、Yang, H. J.(2012)。A study of creating technology education course for cloud computing。International Journal of Communications，6(3)，98-108。  new window
11.Lee, O.、Hart, J. E.、Cuevas, P.、Enders, C.(2004)。Professional development in inquiry-based science for elementary teachers of diverse student groups。Journal of Research in Science Teaching，41(10)，1021-1043。  new window
12.Lin, H. S.、Hong, Z. R.、Yang, K. K.、Lee, S. T.(2013)。The impact of collaborative reflections on teachers' inquiry teaching。International Journal of Science Education，35(18)，3095-3116。  new window
13.Lin, S. F.、Lin, H. S.、Wu, Y. Y.(2013)。Validation and exploration or instruments for assessing public knowledge of and attitudes toward nanotechnology。Journal of Science Education and Technology，22(4)，548-559。  new window
14.Liu, Y. L.、Chen, T. L.、Yueh, H. P.、Sheen, H. J.(2014)。Exploring competencies of nanotechnology in higher education in Taiwan through curriculum mapping。International Journal of Engineering Education，30(3)，722-728。  new window
15.Lotter, Christine、Yow, Jan A.、Peters, Thomas T.(20140200)。Building a Community of Practice around Inquiry Instruction Through a Professional Development Program。International Journal of Science and Mathematics Education，12(1)，1-23。  new window
16.Melville, Wayne、Bartley, Anthony、Fazio, Xavier(20131000)。Scaffolding the Inquiry Continuum and the Constitution of Identity。International Journal of Science and Mathematics Education，11(5)，1255-1237。  new window
17.Morrison, J.(2014)。Scientist'€™s participation in teacher professional development: The impact on fourth to eight grade teachers’ understanding and implementation of inquiry science。International Journal of Science and Mathematics Education，12(4)，793-816。  new window
18.Soprano, Kristina、Yang, Li-ling(20131200)。Inquiring into My Science Teaching through Action Research: A Case Study on One Pre-service Teacher's Inquiry-based Science Teaching and Self-efficacy。International Journal of Science and Mathematics Education，11(6)，1351-1368。  new window
19.Walker, J. P.、Sampson, V.(2013)。Learning to argue and arguing to learn: Argument-driven inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory course。Journal of Research in Science Teaching，50(5)，561-596。  new window
20.Wecker, C.、Rachel, A.、Heran-Dorr, E.、Waltner, C.、Wiesner, H.、Fischer, F.(2013)。Presenting theoretical ideas prior to inquiry activities fosters theory-level knowledge。Journal of Research in Science Teaching，50(10)，1180-1206。  new window
21.林建良、黃台珠、莊雪華、趙大衛(20130900)。發展一延伸性CIPP課程評鑑模式運用於高瞻計畫課程--以高中機器人課程為例。科學教育學刊，21(3)，237-262。new window  延伸查詢new window
22.甄曉蘭(20080100)。未來學校課程--挑戰與回應。教育研究，165，53-62。new window  延伸查詢new window
23.陳佩英、焦傳金(20090300)。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54(1)，55-86。new window  延伸查詢new window
24.紀惠英、林煥祥(20090200)。從PISA測驗結果看九年一貫課程成效與高中職學生成績的差異。教育政策論壇，12(1)，1-39。new window  延伸查詢new window
25.Minner, D. D.、Levy, A. J.、Century, J.(2010)。Inquiry-based science instruction--What is it and does it matter? Results from a research synthesis years 1984 to 2002。Journal of Research in Science Teaching，47(4)，474-496。  new window
26.楊淑萍、林煥祥(20101200)。由家庭經濟資源及文化資源探討我國學生在PISA科學、數學素養的表現。科學教育學刊，18(6)，547-562。new window  延伸查詢new window
27.Shin, J.、Lee, H.、Kim, Y.(2009)。Student and school factors affecting mathematics achievement international comparisons between Korea, Japan and the USA。School Psychology International，30(5)，520-537。  new window
圖書
1.教育部(2006)。九年一貫課程自然與生活科技學習領域課程綱要(中英對照)。臺北市：教育部。  延伸查詢new window
2.科技部(2005)。95年度國科會科教處一「高瞻計畫：高中職科學與科技課程研究發展 實驗計畫」計畫徵求書。臺北市：科技部。  延伸查詢new window
3.科技部(2014)。科技國合司103年度「高瞻計畫」計畫徵求書。臺北市：科技部。  延伸查詢new window
4.Day, G. S.、Schoemaker, P. J.、Gunther, R. E.(2004)。Wharton on managing emerging technologies。Hoboken, NJ：Wiley。  new window
5.National curriculum Board(2010)。Foundation to year 10 curriculum: Science。Sydney, Australia：Australian Curriculum, Assessment and Reporting Authority。  new window
6.National Research Council(2012)。Framework for science education。Washington, DC：National Academy of Science。  new window
7.Organisation for Economic Co(2009)。Organisation for Economic Co-Operation and Development. PISA 2006 technical report。Paris, France：Author。  new window
8.Organisation for Economic Co-operation and Development(2006)。Assessing scientific, reading and mathematical literacy: A framework for PISA 2006。Paris：Organisation for Economic Co-operation and Development。  new window
9.Brooks, J. G.、Brooks, M. G.(1993)。In searching for understanding: The case for constructivist classrooms。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
10.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
11.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
12.National Research Council(2000)。Inquiry and the National Science Education Standards。Washington, DC：National Academy Press。  new window
其他
1.教育部(2008)。普通高級中學課程綱要，http://http://www.edu.tw/pages/detail.aspxNode=3015&Page=8657。， 2014/10/05。  延伸查詢new window
2.Organisation for Economic Co(2013)。Organisation for Economic Co-Operation and Development.，http://www.oecd.org/pisa/pisaproducts/pisa， 2015/05/11。  new window
圖書論文
1.Egelund, N.、Eidesgaard, F.(2009)。The influence from individual social background and school social background in the Nordic countries。Northern lights on PISA 2006: Differences and similarities in the Nordic countries。Copenhagen, Denmark：Nordisk Miljomrkning。  new window
 
 
 
 
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