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題名：思考導向的探究式學習對國二學生科學探究能力的影響
書刊名：科學教育學刊
作者：洪振方 引用關係
作者(外文)：Hung, Jeng-fung
出版日期：2010
卷期：18:5
頁次：頁389-415
主題關鍵詞：明示教學；科學思考策略；科學探究能力；探究式學習；Explicit teaching；Scientific thinking strategies；Scientific inquiry abilities；Inquiry learning
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(7) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:24
  • 點閱點閱:108
本研究之思考導向的探究式學習是以探索、解釋、交流及反思等提供學生探究的經驗，再結合與探究有關的科學思考策略的明示教學，以及Zohar (2004)提出的課室中發展思考的五項教學策略所構成，目的在探討其對國二學生科學探究能力的影響。研究 採不等組前後測準實驗設計，實驗對象為三所國中二年級學生共10班，分別為實驗組5班共172人和對照組5班共172人。實驗組實施思考導向的探究式學習，對照組實施教科書的實驗教學，實驗處理期間為國二第一學期。以科學過程技能前測為共變項，科學探究能力為依變項，進行多變量共變數分析。研究發現：(1)實驗組在形成另有假說、評價及選擇假說、設計實驗、預測實驗結果及解釋等探究能力比對照組好；(2)實驗組在形成另有假說和設計實驗等探究能力的學習保留效果比對照組好；(3)實驗組在控制實驗的設計上仍存在一些問題。本研究對上述的發現，提出教學上與研究上的建議。
The thinking-based inquiry learning approach in this study was to provide students’ inquiry experiences through explorations, explanations, communications and reflections, combined with explicit teaching of scientific thinking strategies related to inquiry as well as the five teaching strategies proposed by Zohar (2004), to explore the influence on eighth graders’ scientific inquiry abilities. A non-equivalent pretest-posttest quasi-experimental design was adopted. Ten classes of eighth graders participated in this study with an experiment group and a control group each of 172 persons. The thinking-based inquiry learning experimental sequence and an equivalent control group sequence with traditional publisher-designed experiments were conducted separately for one semester. An MANCOVA was conducted with students’ pre-test science process skills scores as the covariate and their scientific inquiry abilities as the dependent variables. The results revealed that students in the experimental groups developed better scientific inquiry abilities such as formulating alternative hypotheses, evaluating, selecting hypothesis, designing experiments, predicting results and explaining, than students in the control groups. Additionally, a better learning retention effect was found for experimental groups in formulating alternative hypotheses and designing experiments. However, some difficulties in designing controlled experiments were still observed for students in the experiment groups. Based on the findings of the present study, some recommendations were provided for science teaching and further research.
期刊論文
1.Ben-David, A.、Zohar, A.(2009)。Contribution of meta-strategic knowledge to scientific inquiry learning。International Journal of Science Education，31(12)，1657-1682。  new window
2.Tamir, P.(1983)。Inquiry and the science teacher。Science Education，67(5)，657-672。  new window
3.Zimmerman, C.(2007)。The development of scientific thinking skills in elementary and middle school。Developmental Review，27(2)，172-223。  new window
4.Zion, M.、Michalsky, T.、Mevarech, Z. R.(2005)。The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills。International Journal of Science Education，27(8)，957-983。  new window
5.Zohar, Anat、Ben-David, Adi(2008)。Explicit teaching of meta-strategic knowledge in authentic Classroom situations。Metacognition and Learning，3(1)，59-82。  new window
6.Zohar, A.、Peled, B.(2008)。The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students。Learning and Instruction，18(4)，337-353。  new window
7.楊秀停、王國華(20070800)。實施引導式探究教學對於國小學童學習成效之影響。科學教育學刊，15(4)，439-459。new window  延伸查詢new window
8.Keys, Carolyn W.、Bryan, Lynn A.(2001)。Co-constructing inquiry-based science with teachers: Essential research for lasting reform。Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching，38(6)，631-645。  new window
9.Abd-El-Khalick, F.、BouJaoude, S.、Duschl, R.、Lederman, N. G.、Mamlok-Naaman, R.、Hofstein, A.、Niaz, M.、Treagust, D.、Tuan, Hsiao-Lin(2004)。Inquiry in science education: International perspectives。Science Education，88(3)，397-419。  new window
10.Lee, O.、Buxton, C.、Lewis, S.、LeRoy, K.(2006)。Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention。Journal of Research in Science Teaching，43(7)，607-636。  new window
11.Cohen, Jacob(1992)。A power primer。Psychological Bulletin，112(1)，155-159。  new window
12.Wenning, C. J.(2007)。Assessing inquiry skills as a component of scientific literacy。Journal of Physics Teacher Education Online，4(2)，21-24。  new window
13.Chen, Z.,、Klahr, D.(1999)。All other things being equal: Acquisition and transfer of the control of variables strategy。Child Development，70(5)，1098-1120。  new window
14.Germann, P. J., Aram, R.,、Burke, G.(1996)。Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments。Journal of Research in Science Teaching，33(1)，79-99。  new window
15.Klahr, D.,、Dunbar, K.(1988)。Dual search space during scientific reasoning。Cognitive Science，12(1)，1-48。  new window
16.Lawrenz, F., Huffman, D.,、Welch, W.(2001)。The science achievement of various subgroups on alternative assessment formats。Science Education，85(3)，279-290。  new window
17.Roberts, R.,、Gott, R.(2000)。Procedural understanding in biology: How is it characterized in texts?。School Science Review，82(298)，83-91。  new window
18.Smithenry, D. W.(2010)。Integrating guided inquiry into a traditional chemistry curricular framework。International Journal of Science Education，32(13)，1689-1714。  new window
19.Toth, E. E., Klahr, D.,、Chen, Z(2000)。Bridging research and practice: A cognitively based classroom intervention for teaching experimentation skills to elementary school children。Cognition and Instruction，18(4)，423-459。  new window
會議論文
1.Alonzo, A. C.,、Aschbacher, P. R.(2004)。Value-added? Long assessment of students’ scientific inquiry skill。San Diego。  new window
學位論文
1.朱淑吟(2002)。利用網頁專題製作引導STS專題式教學對學生學習影響之研究(碩士論文)。國立花蓮師範學院。  延伸查詢new window
圖書
1.Kuhn, D.(2005)。Education for Thinking。London：Harvard University Press。  new window
2.Lawson, A. E.(2002)。Science teaching and development of thinking。Belmont, CA：Wadsworth/Thompson Learning.。  new window
3.Zohar, A.(2004)。Higher order thinking in science classrooms:Students’ learning and teachers’ professional development。Dordrecht, Netherlands：Kluwer。  new window
4.Bybee, Rodger W.(1997)。Achieving scientific literacy: From purposes to practices。Portsmouth, NH：Heinemann。  new window
5.林清山(1992)。心理與教育統計學。東華書局。  延伸查詢new window
6.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
7.National Research Council(2000)。Inquiry and the National Science Education Standards。Washington, DC：National Academy Press。  new window
8.Hackling, M. W.(1998)。Working scientifically:Implementing and assessing open investigation work in science。East Perth, Australia。  new window
9.Hackling, M. W.(2004)。Investigating in science。The art of teaching science。Crows Nest, NSW。  new window
10.Holt, L. C.、Kysilka, M. L.(2006)。Instructional patterns: Strategies for maximizing student learning。London：Sage。  new window
11.Krajcik, J. S., Czerniak, C. M.,、Berger, C.F.(2002)。Teaching science in elementary and middle school classrooms: A project-based approach (2nd ed)。New York。  new window
12.Liu, C. -T., Veronesi, P. D., Lieu, J.,、Yager,R. E.(1994)。1994-95 Iowa assessment handbook。Iowa。  new window
13.Oliver, A.(2006)。Creative teaching: Science in the early years and primary classroom。London。  new window
圖書論文
1.Bybee, R. W.(2004)。Scientific inquiry and science teaching。Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education。Dordrecht：Kluwer。  new window
2.Lederman, N. G.、Lederman, J. S.(2004)。The nature of science and scientific inquiry。The art of teaching science。Singapore：Allen & Unwin。  new window
3.Li, J.、Klahr, D.(2006)。The psychology of scientific thinking: Implications for science teaching and learning。Teaching science in the twenty-first century。NSTA Press。  new window
 
 
 
 
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