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題名：從學生的表現與觀點探討引導發現式教學作為發展探究教學之折衷方案角色的成效--以密度概念為例
書刊名：科學教育學刊
作者：顧炳宏／陳瓊森／溫媺純 引用關係
作者(外文)：Ku, Bing-hong／Chen, Chyong-sun／Wen, Lydia Meichun
出版日期：2011
卷期：19:3
頁次：頁257-282
主題關鍵詞：引導發現式教學；物理教學；密度概念；探究教學；Guided discovery teaching；Physics teaching；Density concept；Inquiry teaching
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(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:43
  • 點閱點閱:44
本研究目的在發展一介於探究教學和食譜式實驗之間，可作為折衷方案的教學方式─引導發現式教學。研究採準實驗研究設計，針對四個班、總人數135位的八年級學生，以質性、量化資料收集與分析方法並行的方式，探討前述三種不同教學方式對學生的學習成效影響有何差異，並從學生的觀點了解其對於不同教學方式的知覺為何。本研究藉由「密度概念診斷測驗」及「理化教室氣氛問卷」為工具，以前、後測方式收集量的資料並採ANCOVA統計分析，以探討不同開放程度的探究教學策略對學生不同面向上之學習成效與差異；接之以問卷統計結果為基礎，挑選學生與之晤談以收集質性資料，以瞭解學生對於不同教學方式的感受和看法；綜合質與量的資料檢視不同開放程度探究教學之效益和效率。研究結果發現，在概念學習成效上，引導發現式的教學在密度概念學習成效上優於探究教學以及食譜式實驗教學。其次，在學生探究能力培養上，相較於探究教學，引導發現式教學能提供同等的機會和成效且較具引導性。最後，引導發現式教學較可符合教師在現實課室環境中的需求，並作為協助教師改變教學之有效適應性方案。
This article intends to explore whether guided discovery teaching can serve as a mediated teaching approach to progress the instruction from traditional recipe style experiment to inquiry teaching. The development of guided discovery teaching for the density concept was described. A quasi-experimental method was employed in this study to explore the influences of three different teaching styles -- inquiry teaching, guided discovery teaching, and the recipe style experiment -- on learning from the students’ perspectives. Through both quantitative and qualitative data analyses it was firstly founded that guided discovery teaching provided signifi cantly better effects than inquiry teaching did on facilitating students’ learning of the density concept. Secondly, it was founded that compared with inquiry teaching, guided discovery teaching produced equivalent result on developing students’ inquiry skills. Finally, it was founded that guided discovery teaching could better meet the demands in practical classroom environment. Hence, we concluded that the guided discovery teaching might successfully perform the role as a mediated teaching approach which is feasible and effective to fi ll the gap between inquiry teaching and the traditional recipe style experiment.
期刊論文
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5.Gabel, Dorothy(1999)。Improving Teaching and Learning through Chemistry Education Research: A Look to the Future。Journal of Chemical Education，76(4)，548-554。  new window
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7.Bruner, Jerome S.(1961)。The act of discovery。Harvard Educational Review，31(1)，21-32。  new window
8.Kirschner, P. A.、Sweller, J.、Clark, R. E.(2006)。Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching。Educational Psychologist，41(2)，75-86。  new window
9.Hawkes, S. J.(2004)。The concept of density。Journal of Chemical Education，81，14-15。  new window
10.張清濱(20000500)。探究教學法。師友月刊，395，45-49。  延伸查詢new window
11.張靜儀(19950300)。自然科探究教學法。屏師科學教育，1，36-45。  延伸查詢new window
12.Johnstone, A. H.(1991)。Why is science difficult to learn? Things are seldom what they seem。Journal of Computer Assisted Learning，7(2)，75-83。  new window
13.Anderson, R. D.、Helms, J. V.(2002)。The ideal of standards and the reality of schools: Needed research。Journal of Research in Science Teaching，38(1)，3-16。  new window
14.Anderson, R. D.(2002)。Reforming science teaching: What research says about inquiry。Journal of Science Teacher Education，13(1)，1-12。  new window
15.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
16.Jeanpierre, B.、Oberhauser, K.、Freeman, C.(2005)。Characteristics of professional development that effect change in secondary science teachers' classroom practices。Journal of Research in Science Teaching，42(6)，668-690。  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.Sweller, John(1988)。Cognitive load during problem solving: Effects on learning。Cognitive Science，12(2)，257-285。  new window
20.Champagne, A. B.、Klopfer, L. E.(1977)。A sixty-year perspective on three issues in science education: I. Whose ideas. Are Dominant? II. Representation of women. III. Reflective thinking and problem solving。Science Education，61(4)，431-452。  new window
21.Colburn, A.(2004)。Inquiring scientists want to know。Educational Leadership，62(1)，63-67。  new window
22.Craig, R. C.(1956)。Directed versus independent discovery of established relations。Journal of Educational Psychology，47(4)，223-234。  new window
23.Gagné, R. M.、Brown, L. T.(1961)。Some factors in the programming of conceptual learning。Journal of Experimental Psycho-logy，62(4)，313-321。  new window
24.Gerjets, P.、Scheiter, K.、Catrambone, R.(2004)。Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures。Instructional Science，32(1-2)，33-58。  new window
25.Hegarty-Hazel, E.(1986)。Lab work。SET: Research information for teachers，1。  new window
26.Hitt, A. M.(2005)。Attacking a dense problem : A learner-centered approach to teaching density。Science Activities: Classroom Projects and Curriculum Ideas，42(1)，25-29。  new window
27.Klahr, D.、Nigam, M.(2004)。The equi-valence of learning paths in early science instruction : Effects of direct instruction and discovery learning。Psychological Science，15(10)，661-667。  new window
28.Martin-Hansen, L.(2002)。Defining inquiry。The Science Teacher，69(2)，34-37。  new window
29.Mayer, R. E.(2004)。Teaching of subject matter。Annual Review of Psychology，55(1)，715-745。  new window
會議論文
1.Colburn, A.(2000)。What teacher educators need to know about inquiry-based instruction。Akron, OH。  new window
學位論文
1.劉宏文(2001)。高中學生進行開放式科學探究活動之個案研究(博士論文)。國立彰化師範大學，彰化縣。new window  延伸查詢new window
2.李昌汶(1996)。國中學生密度概念的診斷與探討。國立臺灣師範大學，臺北市。  延伸查詢new window
圖書
1.Collette, A. T.、Chiappetta, E. L.(1989)。Science instruction in the middle and secondary schools。Columbus, OH：Charles E. Merrill。  new window
2.Trowbridge, L. W.、Bybee, R. W.(1990)。Becoming a secondary school science teacher。New York：Merrill。  new window
3.McComas, William F.(1998)。The nature of science in science education : Rationales and strategies。Dordrecht：Kluwer Academic publishers。  new window
4.Lawson, A. E.(2002)。Science teaching and development of thinking。Belmont, CA：Wadsworth/Thompson Learning.。  new window
5.Roth, W.-M.(2006)。Learning science : A singular plural perspective。Rotterdam：Sense Publishers。  new window
6.Driver, Rosalind、Sauires, Ann、Rushworth, Peter、Wood-Robinson, Valerie、Driver, R.、Sauires, A.、Rushworth, P.、Squires, Ann(1994)。Making sense of secondary science : Research into children’s ideas。London, UK/ New York, NY：Routledge。  new window
7.林英智、李清勝、黃能堂、張永達、蔡尚芳(2009)。國民中學自然與生活科技。臺北縣：康軒文教。  延伸查詢new window
8.American Association for the Advancement of Science(1990)。Project 2061: Science for all Americans。New York, NY：Oxford University Press。  new window
9.教育部(2003)。國民中小學九年一貫課程綱要。臺北：教育部。  延伸查詢new window
10.Skinner, B. F.(1968)。The Technology of Teaching。New York：Appleton-Century-Crofts。  new window
11.DeBoer, George E.(1991)。A History of Ideas in Science Education: Implications for Practice。New York：Teacher College, Columbia University。  new window
12.Bruner, J. S.(1960)。The process of education。New York, NY：Vintage Books。  new window
13.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
14.National Research Council(2000)。Inquiry and the National Science Education Standards。Washington, DC：National Academy Press。  new window
15.American Association for the Advancement of Science(1993)。Benchmarks for science literacy。Oxford University Press。  new window
16.Dewey, John(1933)。How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process。D. C. Heath and Company。  new window
17.De Jong, O.、Taber, K. S.(2007)。Teaching and learning the many faces of chemistry。Handbook of research on science education \\ S. K. Abell ; N. G. Lederman (eds.)。Mahwah, NJ。  new window
18.Duit, R.、Niedderer, H.、Schecker, H.(2007)。Teaching physics。Handbook of research on science education \\ S. K. Abell ; N. G. Lederman (eds.)。Mahwah, NJ。  new window
19.Lunetta, V. N.(1998)。The school science laboratory : Historical perspective and context for contemporary teaching。International handbook of science education \\ B. J. Fraser ; K. G. Tobin (eds.)。Dordrecht, The Netherlands。  new window
20.Schwab, J. J.、Brandwein, P. F.(1962)。The teaching of science: The teaching of science as enquiry。Cambridge, Massachusetts：Harvard University Press。  new window
圖書論文
1.Fraser, Barry J.(1998)。Science Learning Environments: Assessment, Effects and Determinants。International Handbook of Science Education。Boston, MA：Kluwer Academic。  new window
2.Wandersee, J. H.、Mintzes, J. J.、Novak, J. D.(1994)。Research on Alternative Conceptions in Science。Handbook of Research on Science Teaching and Learning。New York, NY：Macmillan Publishing Company。  new window
3.Anderson, R. D.(2007)。Inquiry as an organizing theme for science curricula。Handbook of research on science education。New Jersey：Lawrence Erlbaum Associates。  new window
 
 
 
 
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