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題名:開發科學創造力的V-Map教學策略實徵研究
書刊名:科學教育學刊
作者:江新合唐偉成
作者(外文):Chiang, Shing-hoTang, Vincent
出版日期:1999
卷期:7:4
頁次:頁367-391
主題關鍵詞:V-Map教學策略科學創造力V-Map teaching strategiesScience creativity
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(4) 博士論文(1) 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:17
  • 點閱點閱:30
     本研究提出一套開發學生科學創造力的V-Map教學策略,其教學流程涵蓋:(1) V-Map尖端呈現教學事件(2)V-Map右側強調科學過程技能的學習(3)V-Map左側強調科學概念 知識的學習(4)從右側到左側的教學過程中,都以認知衝突的策略問學生:為什麼?是什麼 ?如何證明? 本研究係依準實驗設計研究法,就V-Map教學策略進行實徵研究。選擇某兩所國民小學共 四班的144位五年級學生做為研究對象,每校各選一班為實驗組另一班為控制組,進行為期 十二週的教學研究。 本研究認為,開發科學創造力的先備能力有(1)觀察能力、(2)分類能力等,而科學創造力則 定義為(1)設計的能力、(2)尋求替代的能力等;研究結果發現:採用「開發科學創造力的 V-Map教學策略」之實驗組學生在(1)觀察能力、(2)分類能力等科學創造力的基本能力方面 ,具有顯著性的進步(p < 0.05**),在(1)設計的能力、(2)尋求替代的能力等二項科學創造 力,表現上也有進步,但未達顯著性水準。二位參與教學的教師則認為「開發科學創造力 的V-Map教學策略」具有: (1)能增進學生思考的能力,(2)能增進學生思考的興趣,(3)能促 使學生接受多元的想法,及(4)能增進學生多元的思考能力。
     In this study, the researcher had designed a V-Map teaching strategy to promote students' scientific creativity. The strategy includes the following steps: (1) presenting a learning event at the bottom of V-Map, (2) focus on scientific process learning at the right side of V-Map, (2) focus on scientific knowledge learning at the left side of V-Map, and (3) during processes from right to left or from left to right, teacher had to ask students with "Why?", "What?", "How to prove it?" and so on with strategy of cognitive conflict, to help them developing scientific creativity and cognition learning. In this study, a quasi-experiment design was used for analyzing that the effects caused by the V-Map teaching strategy. Totally 144 students of grade 5 were selected from two elementary schools. Each school, two classes were chosen, one served as a experimental group and the other served as a control group. The V-Map teaching strategy was applied on the experimental group and the traditional teaching method was used in the control group. Twelve weeks were used in this study. In this study, the scientific creativity is divided into two parts. The ability of observing and assorting are the pre-ability of the scientific creativity, and the ability of substitution and designing experiment are the base ability of the scientific creativity. The main finding in this study were as following: (1) The performance ability of observing and assorting of experimental group was better than that of the control group with significant difference under p<0.05. The scores gathered from substitution and designing experimental were not significant difference between experimental group and control group, but the score the experimental group had a better progress. (2) The performance of learning achievement test and the conservation rate of learning effect (re-test after one mouth) of the experimental group was better than that of the control group with significant difference under p<0.05. (3) The performance of the learning interest and the scientific attitude gathered from questionnaire were not significant difference between experimental group and control group. (4) Data gathered from 2 participant teachers by deep interview were as follows: They all conform that the V-Map teaching strategy was useful (1) to improve the scientific thinking skills, (2) to promote students' thinking interest, (3) to promote students' multiple thinking concepts, and (4) to improve students' multiple thinking strategy.
期刊論文
1.洪振方(19980400)。科學創造力之探討。高雄師大學報,9,289-302。new window  延伸查詢new window
2.江新合(19971000)。邁向廿一世紀的科學教育。物理教育,1(2),110-120。  延伸查詢new window
3.Birch, H. G.(1945)。The Role of Motivational Factors in Insightful Problem-Solving。Journal of Comparative Psychology,38,295-317。  new window
4.Torrance, E. Paul、Goff, Kathy(1989)。A Quiet Revolution。The Journal of Creative Behavior,23(2),136-145。  new window
會議論文
1.湯偉君、邱美邱(1998)。創造性問題解決模式對國三學生科學學習的影響。第十四屆科學教育學術研討會,603-611。  延伸查詢new window
2.鄭昭明(1997)。創造思考性的原理原則。張昭鼎紀念研討會。  延伸查詢new window
圖書
1.江新合(1997)。發展心理學研究。  延伸查詢new window
2.Amabile, T.(1983)。The social psychology of crearfve。New York:Springer-Verlag。  new window
3.Torrance, E. Paul、Ball, Orlow E.(1984)。Torrance Tests of Creative Thinking Streamlined。Mamual. Illinois:Scholastic Testing Service. Inc.。  new window
4.Gove, P. B.(1973)。Webster's Third New International Dictionary。台北市:新月圖書公司。  延伸查詢new window
5.饒見維(1994)。知識場論:認知、思考與教育的統合理論。台北市:五南圖書出版公司。  延伸查詢new window
6.陳龍安(1993)。創造思考教學的理論與實際。台北:心理。  延伸查詢new window
7.行政院教育改革審議委員會(1996)。教育改革總諮議報告書。台北:行政院教育改革審議委員會。  延伸查詢new window
8.張玉成(1993)。思考技巧與教學。臺北:心理。  延伸查詢new window
圖書論文
1.Smith, M. S.(1995)。Getting Into and Out of Mental Ruts: A Theory of Fixation, Incubation, and Insight。The Native of Insight。Cambridge:The MIT Press。  new window
 
 
 
 
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