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題名：探討不同探究式教學法對高一生科學探究能力與學習環境觀感之影響
書刊名：課程與教學
作者：白佩宜／許瑛玿
作者(外文)：Pai, Pei-yi／Hsu, Ying-shao
出版日期：2011
卷期：14:3
頁次：頁123-156
主題關鍵詞：科學探究；探究教學法；學習環境觀感；地球科學教育；Scientific inquiry；Inquiry-based instruction；Perspective about learning environment；Earth science education
原始連結：連回原系統網址new window
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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)
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本研究採準實驗研究法，以「校園氣象觀測」為主題，針對某國立高級中學3班高一生，分別進行結構式（43人）、引導式（43人）及開放式（41人）3種探究教學。經分析學生科學探究能力測驗、學習單、地球科學教室學習環境量表等資料，探討不同探究教學法對高一生探究能力與對學習環境觀感的影響。結果顯示：（1）於探究課程前後，全體學生的整體科學探究能力沒有明顯進步，但在「提出問題與假說」上有明顯進步（t = 3.56, p <0.0001, E.S.=0.81）。（2）低探究能力學生於課程後的探究能力進步顯著多於中、高探究能力者。（3）結構式探究對學生的「提出問題與假說」能力最有幫助，也能增進低探究能力學生的「實驗與資料蒐集分析」能力。（4）引導式探究對中、低探究能力學生的「提出問題與假說」有所助益。（5）開放式探究能增進高探究能力學生的「計畫」能力。（6）半數以上學生認為探究課程所營造的學習環境較符合他們的理想。建議科學教師應考量學生的探究能力，採行合適的探究式教學法以增進學習成效。
This study examines the influences of three inquiry-based instructions (structured inquiry, guided inquiry and open inquiry) on tenth graders' scientific inquiry abilities, including posing questions and hypothesis, planning, experimenting, collecting and analyzing data, and interpreting and concluding. The three inquiry-based instructions used in this study are based on the different amount of teacher guidance in a topic related to weather observation. The participants in this quasi-experimental research were three classes of tenth graders (43 students in structured inquiry, 43 students in guided inquiry, and 41 students in open inquiry) in Taipei County. Here are the results. (1) Students' overall scientific inquiry abilities had no significant difference before and after the inquiry-based lesson, but their performances were improved obviously in posing questions and hypothesis (t = 3.56, p <0.0001, E.S.= 0.81). (2) The low-inquiry-ability students made more significant improvement than the medium-inquiry-ability and high-inquiry-ability students in the overall inquiry ability after the inquiry-based lesson. (3) The structured-inquiry instruction was the most helpful to improve the ability in posing questions and hypothesis; especially, it helped the low-inquiry-ability students improve their abilities in experimenting, collecting and analyzing data. (4) The guided-inquiry instruction helped the low-inquiry-ability and medium-inquiry-ability students improve their ability in posing questions and hypothesis. Also, the guided-inquiry instruction improved the medium-inquiry-ability students' ability in planning, and the low-inquiry-ability students' ability in interpreting and concluding. (5) The open-inquiry instruction improved the high-inquiry-ability students' ability in planning. (6) More than half of the students perceived the classroom learning environment closer to their expectation after the inquiry-based instructions. In present science classroom, most students have few chances to undertake student-centered inquiry. It is suggested that teachers adopt suitable methods of inquiry-based instruction in order to promote students' inquiry abilities.
期刊論文
1.Marx, R. W.、Blumenfeld, P. C.、Krajcik, J. S.、Fishman, B.、Soloway, E.、Geier, R.、Tal, R. T.(2004)。Inquiry-based science in middle grades: Assessment of learning in urban systemic reform。Journal of Research in Science Teaching，41(10)，1063-1080。  new window
2.Tamir, P.、Zohar, A.(1991)。Anthropomorphism and Teleology in Reasoning about Biological Phenomena。Science Education，75(1)，57-67。  new window
3.Colburn, A.(2000)。An inquiry primer。Science Scope，23(6)，42-44。  new window
4.李旻憲、張俊彥(20041200)。地球科學教室學習環境問卷之研發與初探。科學教育學刊，12(4)，421-443。new window  延伸查詢new window
5.翁榮源、陳定威、施信宏(20060900)。引導發現式學習在「環境化學」網站之應用與研究。科學教育月刊，292，39-54。  延伸查詢new window
6.Lee, O.、Deaktor, R. A.、Hart, J.、Cuevas, P.、Enders, C.(2005)。An instructional intervention’s impact on the science and literacy achievement of culturally and linguistically diverse elementary students。Journal of Research in Science Teaching，42，857-887。  new window
7.Schwab, Joseph J.(1960)。What do scientists do?。Behavioral Science，5(1)，1-27。  new window
8.Tsai, C. C.(2000)。Relationships between student scientific epistemological beliefs and perceptions of construcyivist learning environments。Educational Research，42(2)，193-205。  new window
9.Sandoval, W. A.、Morrison, K. A.(2003)。High school students' ideas about theories and theory change after a biological inquiry unit。Journal of Research in Science Teaching，40(4)，369-392。  new window
10.Mason, L.(2001)。Introducing talk and writing for conceptual change: a classroom study。Learning and Instruction，11(4)，305-329。  new window
11.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
12.劉宏文、張惠博(20010600)。高中學生進行開放式探究活動之個案研究--問題的形成與解決。科學教育學刊，9(2)，169-196。new window  延伸查詢new window
13.Herron, M. D.(1971)。The nature of scientific enquiry。The School Review，79(2)，171-212。  new window
14.Schneider, R. M.、Krajcik, J.、Marx, R. W.、Soloway, E.(2002)。Performance of students in project-based science classrooms on a national measure of science achievement。Journal of Research in Science Teaching，39(5)，410-422。  new window
15.Martin-Hansen, Lisa M.(2002)。Defining inquiry: Exploring the many types of inquiry in the science classroom。Science Teacher，69(2)，34-37。  new window
16.洪振方(20031200)。探究式教學的歷史回顧與創造性探究模式之初探。高雄師大學報，15(3)，641-662。new window  延伸查詢new window
17.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
18.黃臺珠、Aldridge, Jill M.、Fraser, Barry(19981200)。臺灣和西澳科學教室環境的跨國研究：結合質性與量的研究方法。科學教育學刊，6(4)，343-362。new window  延伸查詢new window
19.Kelly, G. J.、Chen, C.(1999)。The sound of music: Constructing science as sociocultural practices through oral and written discourse。Journal of Research in Science Teaching，36(8)，883-915。  new window
20.Moje, E.、Collazo, T.、Carrillo, R.、Marx, R.W.(2001)。Maestro, what is ''quality'' ? : Language, literacy, and discourse in project-based science。Journal of Research in Science Teaching，38，469–498。  new window
會議論文
1.吳佳蓮(2006)。科學探究活動中國小五年級學童科學解釋能力及認識論之研究。中華民國第22屆科學教育學術硏討會。臺北市：國立臺灣師範大學科學教育研究所。  延伸查詢new window
2.Fraser, B. J.、Fisher, D. L.、McRobbie, C. J.(1996)。Development, Validation, and Use of Personal and Class forms of a New Classroom Environment Instrument。The Annual Meeting of the American Educational Research Association。New York。  new window
學位論文
1.黃宰龍(2001)。探討STS教學模組對學生學習氧化還原概念的影響-以防鏽與防腐單元為例-(碩士論文)。臺中師範學院，臺中。  延伸查詢new window
2.蕭建華(2005)。初探不同學習環境對高一學生地球科學學習成效之影響(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.謝莉文(2006)。鷹架式科學探究課程研發與實踐的個案研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.王素香(1995)。一位國小自然教師班級氣氛形成因素之個案研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
圖書
1.高強華(1998)。教師新思維論文選輯。臺北市：國立臺灣師範大學。  延伸查詢new window
2.教育部(2004)。普通高級中學必修科目「基礎地球科學」課程綱要。臺北市。  延伸查詢new window
3.教育部(2008)。普通高級中學必修科目「基礎地球科學」課程綱要。臺北市。  延伸查詢new window
4.Schwab, J.(1966)。The Teaching of Science。Cambridge, MA：Harvard University Press。  new window
5.Dewey, J.(1933)。How we think: Restatement of the reflective thinking to the educative process。D. C. Health。  new window
6.DeBoer, G. E.(1991)。A History of Ideas in Science Education。New York, NY：Teachers College Press。  new window
7.Mintzes, Joel J.、Wandersee, James H.、Novak, Joseph D.(1998)。Teaching Science for Understanding: A Human Constructivist View。Academic Press。  new window
8.National Research Council(2000)。Inquiry and the National Science Education Standards。Washington, DC：National Academy Press。  new window
9.Bybee, R. W.、DeBoer, G.(1993)。Goals for the Science Curriculum。Handbook of Research on Science Teaching and Learning。Washington, DC：National Science Teachers Association。  new window
其他
1.香港教育學院超媒體自學中心(1998)。科學探究技巧，http://www.ied.edu.hk/has/sci/sps/index.htm， 2008/02/10。  延伸查詢new window
 
 
 
 
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