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題名：採用多元教學策略的非制式奈米課程對國中生情境興趣之促進
書刊名：教育實踐與研究
作者：鄭瑞洲／洪振方 引用關係／黃台珠
作者(外文)：Cheng, Jui-chou／Hung, Jeng-fung／Huang, Tai-chu
出版日期：2013
卷期：26:2
頁次：頁1-28
主題關鍵詞：非制式奈米教學；情境興趣；教學策略；Informal nanometer-related curriculum；Situational interest；Teaching strategy
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(9) 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:9
  • 共同引用共同引用:60
  • 點閱點閱:91
本研究旨在探討在非制式情境下運用多元教學策略所開發的奈米科學課程促進國中生情境興趣的成效，並進一步探討不同興趣程度學生對教學策略提升情境興趣之影響及教學策略提升情境興趣之因素。研究對象為參與非制式奈米科學課程之台灣南部地區110 位國中生，研究工具為「科學學習興趣量表」及「情境興趣與教師教學策略問卷」，用以瞭解教學前後不同興趣程度學生情境興趣變化及其與教學策略之關係；課後訪談學生以瞭解教學策略引發學生情境興趣之因素。研究發現運用多元教學策略之非制式奈米科學課程主要能提升低興趣組學生之情境興趣（t =5.75, p =. 000, d =1.27），在分向度上，「維持性情境興趣—感覺」的提升大於「維持性情境興趣—價值」（F =3.447, p=.011<.05）。參與學生認為提升其情境興趣的主要教學策略依序為動手做實驗、接觸真實情境、教具示範、舉生活實例及多媒體教學等，且低興趣組學生比高興趣組學生認為問題討論（F =5.838, p =.004<.01）教學策略較無法提升其情境興趣。課後訪談學生（N=18）發現「動手做實驗」可促使學生產生「參與」、「新奇」、「享樂」、「有意義」、「增能」及「探索」等多樣的因素，以提升其情境興趣。
Student interest plays a vital role in science learning. In particular, junior high students in Taiwan showed higher interest in informal than formal science learning. Thus, this study investigated the relationship of junior high students' situational interest and multiple teaching strategies in informal nanometer-related curricula and the source of situational interest. Two questionnaires were administered to 110 students and semi-structured interviews of selected students were conducted. The results showed that after implementing multiple teaching strategies in informal nanometer-related curricula, the junior high school students' situational interest increased, especially for low-level interest student group. The findings suggested that the students perceived the following teaching strategies to have helped enhanced their situational interests: hands-on activity, teaching aids demonstration, providing examples from daily life, and multi-media presentation; by contrast, the ”question and discussion” teaching strategy was regarded to have a lesser effect in promoting situational interest for lower-level student group as compared to the higher-level student group. The results of the interview showed that while involving in ”hands-on laboratory work,” students felt a sense of novelty, instant enjoyment, meaningfulness, exploration, understanding, and achievement, which contributed to enhancing their situational interest. The findings suggested that teachers should adopt various teaching strategies for students with different levels to enhance student's situational interest.
期刊論文
1.何宗穎、鄭瑞洲、謝佩妤、陳東煌、黃台珠(20120600)。非制式奈米科學教學提升中小學學生科學學習興趣之研究。科學教育研究與發展季刊，65，1-26。  延伸查詢new window
2.Badura, A. S.(2002)。Capturing students' attention: Movie clips set the stage for learning in abnormal psychology。Teaching of Psychology，29，58-60。  new window
3.Durik, A. M.、Harackiewicz, J. M.(2007)。Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest。Journal of Educational Psychology，99，597-610。  new window
4.Greenfield, T. A.(1997)。Gender-and Grade-level differences in science interest and participation。Science Education，81(3)，259-276。  new window
5.Hoffmann, L.(2002)。Promoting girls' interest and achievement in physics classes for beginners。Learning and Instruction，12(4)，447-465。  new window
6.Hutchinson, K.、Bodner, G. M.、Bryan, L.(2011)。Middle- and high-school students' interest in nanoscale science and engineering topics and phenomena。Journal of Pre-College Engineering Education Research，1(1)，4。  new window
7.Laursen, S.、Liston, C.、Thiry, H.、Graf, J.(2007)。What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K–12 classrooms。CBE-Life Sciences Education，6(1)，49-64。  new window
8.Linnenbrink-Garcia, L.、Durik, A. M.、Conley, A. M.、Barron, K. E.、Tauer, J. M.、Karabenick, S. A.、Harackiewicz, J. M.(2010)。Measuring situational interest in academic domains。Educational and Psychological Measurement，70(4)，647-671。  new window
9.Mitchell, Mathew(1993)。Situational interest: Its multifaceted structure in the secondary school mathematics classroom。Journal of Educational Psychology，85(3)，424-436。  new window
10.Neathery, M. F.(1997)。Elementary and secondary students' perceptions toward science and correlation with gender, ethnicity, ability, grade, and science achievement。Electronic Journal of Science Education，2(1)。  new window
11.Renninger, K. A.、Hidi, S.(2011)。Revisiting the conceptualization, measurement, and generation of interest。Educational Psychologist，46，168-184。  new window
12.Stohr-Hunt, P. M.(1996)。An analysis of frequency of hands-on experience and science achievement。Journal of Research in Science Teaching，33，101-109。  new window
13.Wolk, S.(2007)。Why go to school?。Phi Delta Kappan，88(9)，648-658。  new window
14.李哲迪(2009)。臺灣國中學生在TIMSS及PISA的科學學習成果表現及其啟示。研習資訊，26(6)，73-88。  延伸查詢new window
15.蔡元福、吳佳瑾、胡焯淳(200406)。奈米科技融入自然與生活科技領域教學之初探。科學教育研究與發展季刊，35，39-51。  延伸查詢new window
16.李登隆、王美芬(20041200)。資訊融入專題導向學習對國小學生自然科學習態度與問題解決能力之影響。科學教育研究與發展季刊，2004專刊，69-94。  延伸查詢new window
17.曾國鴻、陳沅(20050300)。國小師生對奈米科技之熟悉度、學習需求及其融入課程研究。科學教育學刊，13(1)，101-120。new window  延伸查詢new window
18.張靜儀(20050600)。國小自然科教學個案研究--以ARCS動機模式解析。科學教育學刊，13(2)，191-216。new window  延伸查詢new window
19.Krapp, A.(2005)。Basic needs and the development of interest and intrinsic motivational orientations。Learning and Instruction，15，381-395。  new window
20.Schiefele, U.(1991)。Interest, learning, and motivation。Educational Psychologist，26(3/4)，299-323。  new window
21.鄭瑞洲、洪振方、黃台珠(20110700)。情境興趣--制式與非正式課程科學學習的交會點。科學教育，340，2-10。  延伸查詢new window
22.Stocklmayer, S. M.、Rennie, L. J.、Gilbert, J. K.(2010)。The roles of the formal and informal sectors in the provision of effective science education。Studies in Science Education，46(1)，1-44。  new window
23.邱美虹(20050900)。TIMSS 2003臺灣國中二年級學生的科學成就及其相關因素之探討。科學教育，282，2-40。  延伸查詢new window
24.Hidi, S.、Renninger, K. A.(2006)。The four-phase model of interest development。Educational Psychologist，41(2)，111-127。  new window
25.Chen, A.、Darst, P. W.、Pangrazi, R. P.(2001)。An examination of situational interest and its sources。British Journal of Educational Psychology，71(3)，383-400。  new window
26.李世光、吳政忠、蔡雅雯、林宜靜、黃圓婷(20030600)。奈米科技人才培育計畫之推動規劃與展望：從K-12奈米人才培育試行計劃談起。物理，25(3)，435-443。  延伸查詢new window
27.Schraw, G.、Lehman, S.(2001)。Situational interest: A review of the literature and directions for future research。Educational Psychology Review，13(1)，23-52。  new window
28.Shen, B.、Chen, A.、Guan, J.(2007)。Using achievement goals and interest to predict learning in physical education。The journal of experimental education，75(2)，89-108。  new window
29.Krapp, A.(2002)。Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective。Learning and Instruction，12(4)，383-409。  new window
30.Hidi, S.、Harackiewicz, J. M.(2000)。Motivating the academically unmotivated: A critical issue for the 21st century。Review of Educational Research，70(2)，151-179。  new window
31.余民寧、韓珮華(20090300)。教學方式對數學學習興趣與數學成就之影響：以TIMSS 2003臺灣資料為例。測驗學刊，56(1)，19-48。new window  延伸查詢new window
32.Chang, R. P. H.(2006)。A call for nanoscience education。Nano Today，1(2)，6-7。  new window
會議論文
1.Foley, B. J.、McPhee, C.(2008)。Students' attitudes towards science in classes using hands-on or textbook based curriculum。The meeting of the American Educational Research Association。  new window
2.Mitchell, M.(1997)。Situational interest in the statistics classroom。The Annual Meeting of the American Educational Research Association。  new window
研究報告
1.Renninger, K. A.(2007)。Interest and motivation in informal science learning。Washington DC：Board on Science Education, The National Academies。  new window
圖書
1.Falk, J. H.、Dierking, L. D.、Storksdieck, M.(2005)。Lifelong science learning research。Informal Science Research。Washington, DC：Board on Science Education, National Academy of Science。  new window
2.Hooper-Greenhill, E.(2007)。Museums and education: Purpose, pedagogy, performance。London：Taylor & Francis。  new window
3.Renninger, K. A.、Su, S.(2012)。Interest and its development。Oxford Handbook of Motivation。New York：Oxford University Press。  new window
4.Pintrich, P. R.、Schunk, D. H.(1996)。Motivation in education: Theory, research, and application。Englewood Cliffs, NJ：Prentice Hall。  new window
5.Stipek, D. J.(2002)。Motivation to learn: From theory to practice。Needham Heights, MA：Allyn & Bacon。  new window
6.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.教育部(2003)。科學教育白皮書。教育部。  延伸查詢new window
8.Renninger, K. Ann、Hidi, Suzanne、Krapp, Andreas(1992)。The role of interest in learning and development。Lawrence Erlbaum Associates, Inc.。  new window
9.George, Darren、Mallery, Paul(2003)。SPSS for Windows Step by Step: A Simple Guide and Reference, 11.0 Update。Allyn & Bacon。  new window
其他
1.Efthimiou, C.，Llewellyn, R.，Maronde, D.，Winningham, T.(2006)。Physics in films: An assessment，http://arxiv.org/abs/physics/0609154。  new window
圖書論文
1.Hidi, Suzanne、Anderson, Valerie(1992)。Situational interest and its impact on reading and expository writing。The role of interest in learning and development。Lawrence Erlbaum Associates, Inc.。  new window
 
 
 
 
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