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引文資料
題名:
開發臭氧層破洞STS單元
書刊名:
師大學報
作者:
王澄霞
/
劉奕昇
出版日期:
1995
卷期:
40
頁次:
頁331-363
主題關鍵詞:
STS活動
;
臭氧層破洞
;
行動研究
;
Ozone layer depletion
;
STS activity
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
2
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:
7
點閱:30
本研究設計"臭氧屠破洞"STS單元,採行動研究法,試探這些STS單元 是否有效的提升學生對有關主題的學習興趣、知能、開放性思考及解決問題的能 力。STS單元使用問題為中心的合作學習包括:1.小組研究2.班級討論3.角色扮演 4.腦力激盪5.口頭陳述6.益智遊戲。活動中使用:1.記錄發言次數及內容與蒐集整 理資料來評量學生的參與度2.學科知識測驗評量相關知識學習成就3.以McDaniel 的五個思考階層評量學生開放性思考階層4.以學習層次評量學生的組織圖形。評 量結果顯示100學生都能察覺、了解臭氧層破洞問題之嚴重性,並有84.6學生能 提出方案、解決問題,即達到C-STES之第三學習層次。在活動過程中學生(高一) 都能保持高度的興趣,活動後學生均表示相當喜歡這樣的學習活動。幾乎所有的 學生對相關學科知識都有明顯的進步,其開放性思考也都提升到高的階層。各項 評量間有著高度的正相關由參與度(b)學科知識測驗成績(c)開放性思考(d)學習層 次:由與心的正相關為76.9;(a)與(c)約正相關為100:(a)與(d)的正相關為92.3;(b)與(C) 的正相關為76.9;(b)與(d)的正相關為69.2;(a)與(d)的正相關為92.3;(a)、(b)與(c)的正 相關為76.9;(a)、(c)與(d)的正相關為92.3。此活動分析結果顯示,本教學/評量策 略對提昇學生的分析資料、建構知識、做決策和解決問題等能力及使學生擁有正 確的社會觀、世界觀是有效的。
以文找文
Units of STS activities on the ozone layer depletion are developed and used on a groupof 13 high school students, An action research is carried out to see if the STS activitieswould promote their interest in the STS learning, open-ended thinking, constructingknowledge and skills, and problem-solving ability. The STS activities using problemcentered cooperative learning consists of: (1) small group work, (2) class discussion, (3)oral playing, (4) brain-storming, (5) roal presentation, and (6) games. During the activities: (1) the degree of participation is assessed on the basis of students information collection and organization, frequency of comments, and quality of comments; (2)achievement in subject matter knowledge is assessed with paper- pencil tests; (3) openended thinking is assessed with the McDaniel scale of five thinking levels; and (4) learning achievement in terms of the five learning phases of C-STES is assessed with agraphic organizer method. The results show that after the activities, 100 of the students becme aware of and knowledgeable about the seriousness of the ozone layer depletion, and 84.6 of the students are able to propose blue prints for solving the problems, that is, achieving the third learning level of the C-STES. Throughout the activities, the first-year high school students maintain high degreesof interest. After the activities, the students express that they like this type of learningactivities. Almost all the students are promoted in relevant subject matter knowledgeand open-ended thinking levels. There are strong positive correlations, expressed bypercentage consistency, among (a) degree of participation, (b) achievement in subjectmatter knowledge (paper- pencil test), (c) level of thinking, and (d) level of learning:(a) and (b), 76. 9; (a) and (c), 100; (b) and (c) 76.9; (a), (b) and (c), 76.9; (c)and (d), 92.3; (a) and (d) 92.3; (a), (c), and (d), 92.3. In conclusion, the instruction/assessment strategies are effective to promote students' abilities in analyzing information, constructing knowledge, linking the subject matter knowledge to the real life, making decision, and solving problems; the students also acquire appropriate social and world views.
以文找文
期刊論文
1.
Wandersee, J. H.(1990)。Concept mapping and the cartography of cognition。Journal of Research in Science Teaching,27(10),923-936。
2.
Zoller, U.(1991)。Teacher's beliefs and view on selected science-technology-society topic: A probe into STS literacy versus indoctrination。Science Teacher Education,75(5),541-542。
3.
Rosenshine, B.、Meister, C.(1992)。The use of scaffolds for teaching higher-level cognitive strategies。Educational Leadership,49(7),26-33。
4.
王澄霞、陳國華(1994)。STS主題--「油脂與生活」之開放性思考評量。化學,52(1),107-114。
延伸查詢
5.
王澄霞、蔡曉信(1994)。以腳架策略開發STS專業能力的模式。師大學報,39,429-454。
延伸查詢
6.
Wang, C. H.、Tsai, H. H.(1994)。Promoting open-ended thinking on the STS topic "Detergent"。Proceeding of the NSC, Part D,3(1),37-47。
7.
Wang, Cheng-Hsia、Tsai, Hsiao-Hsin(1994)。Promoting Open-ended Thinking on the STS Topic "Detergent"。Proceedings of the NSC-Part D,3(1),37-47。
8.
Hines, J.、Hungerford, H.、Tomer, A.(1987)。Analysis and synthesis and of research on responsible environmental behavior: A metaanalysis。Journal of Environmental Education,18(2),1-8。
9.
Sia, A.、Hungerford, H.、Tomera, A.(1986)。Selected predictors of responsible environmental behavior: An analysis。Journal of Environmental Education,17(2),31-40。
10.
Waks, I. J.(1992)。The responsibility Spiral: A curriculum framework for STS education。Theory into Practice,31(1),13-19。
11.
Wang, C. H.、Horng, J. M.(1991)。A design for implementing mastery learning on sublimation, a chemistry experimental technique。Proceedings of the NSC, Part D,1(2),31-41。
12.
Winn, W.(1993)。Instructional design and situated learning: Paradox or partnership?。Educational Technology,33(3),16-21。
13.
Novak, Joseph D.(1990)。Concept mapping: A useful tool for science education。Journal of Research in Science Teaching,27(10),937-949。
研究報告
1.
王澄霞(1994)。設計大學STS化學通識教育的課程架構。
延伸查詢
圖書
1.
Warfield, J. D.(1976)。Societal System。New York:John Wiley & Sons。
2.
Marzano, R. J.(1992)。Dimension of learning。Association for Supervision and Curriculum Development:Midcontinent Regional Educational Laboratory。
3.
McDaniel, E.、Lawrence, E.(1990)。Levels of cognitive complexity: an approach to the measurement of thinking。New York:Spring Verlag。
4.
Watson, G.、Glaser, E. M.(1980)。The Watson-Glaser critical thinking appraisal。San Antonio, TX:The Psychological Corporation。
5.
Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。
圖書論文
1.
Ajeyalemi, D. A.(1993)。Teacher Strategies used by Exemplary STS Teachers。The Science, Technology, Society Movement。Wasbingeon, D. C.:National Science Teachers Association。
2.
Yager, R. E.(1992)。The science/technology/society as reform。The status of science-Technology-Society reform efforts around the world。International Council of Association For Science Education。
3.
Yager, R. E.(1992)。The constructivist learning model: A must for STS classrooms。The status of science-Technology-Society reform efforts around the world。International Council of Association For Science Education。
4.
Yager, R. E.、Roy, R.(1993)。STS: Most pervasive and most radical of reform approaches to science edcation。What research says to the science teacher. Vol. 7 : the science, technology, society movement。Washington, D. C.:National Science Teachers Association。
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