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題名：實施引導式探究教學發展國小聽障學生的科學探究技能
書刊名：特殊教育學報
作者：黃玉枝 引用關係
作者(外文)：Huang, Yu-chih
出版日期：2016
卷期：43
頁次：頁63-92
主題關鍵詞：引導式探究教學；明示教學；科學探究技能；聽障學生；Guided inquiry teaching；Explicit teaching；Scientific inquiry skills；Students who are deaf or hard of hearing
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(4) 博士論文(0) 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:24
  • 點閱點閱:5
本研究的目的在實施引導式探究教學，以發展國小聽障學生的科學探究技能。研究對象為高雄市立某國小啟聰班四、五、六年級各一位聽障學生，由該班聽障教育教師進行教學。共設計四個探究單元及學習單，教學實施一學期，每週兩節課。本研究蒐集教學過程的影音資料，分析課室中的師生對話，以了解學生在各單元的科學探究學習表現。其次，在各探究單元結束後由任課教師以科學探究技能檢核表評估學生的技能發展。並於學期末，學生經由科學探究技能紙筆測驗來展現他們的學習成效。最後，研究者晤談任課教師，進一步了解學生科學探究技能的表現與改變。研究結果發現：(1)引導式探究教學有助於提升國小聽障學生的科學探究技能；(2)國小聽障學生在操作性的科學探究技能上有較大的學習成效；(3)國小聽障學生在思考性的科學探究技能上較難有學習成效。
The purpose of this study was to develop scientific inquiry skills through guided inquiry teaching on primary school students who are deaf or hard of hearing. Three elementary school students who wrer deaf or hard of hearing and their teacher participated in this study. The research period was lasting one semester. The students who were deaf or hard of hearing were third, fourth, and sixth graders. The teaching materials were four science inquiry units and learning sheet. Data collection included classroom video, classroom discourse, interviews the main teacher, and students' performance in the inquiry skill checklists of four units. At the end of the semester, the researcher assessed the effectiveness of learning with the paper and pencil test of science inquiry skills. The results revealed the three students through guided inquiry teaching improve their science inquiry skills. The students who were deaf or hard of hearing in the hands-on of scientific inquiry skills had greater learning outcomes. The students who were deaf or hard of hearing in the minds-on of scientific inquiry skills had less learning outcomes.
期刊論文
1.Zimmerman, C.(2007)。The development of scientific thinking skills in elementary and middle school。Developmental Review，27(2)，172-223。  new window
2.梁瑪利、饒瑞皇、江儀安(2008)。臺灣省及金馬地區91學年度聽障學生12年入學安置基測成績統計分析。聲暉雙月刊，83，9-19。  延伸查詢new window
3.Bertsch, C.、Kapelari, S.、Unterbruner, U.(2014)。From cookbook experiments to inquiry based primary science: Influence of inquiry based lessons on interest and conceptual understanding。Inquiry in Primary Science Education，1，20-31。  new window
4.Harlen, W.(2014)。Helping children’s development of inquiry skills。Inquiry in Primary Science Education，1，5-19。  new window
5.Luckner, J. L.、Slike, S. B.、Johnson, H.(2012)。Helping students who are deaf or hard of hearing succeed。Council for Exceptional Children，44(4)，58-67。  new window
6.Mulvey, B. K.、Chiu, J. L.、Ghosh, R.、Bell, R. L.(2016)。Special education teachers' nature of science instructional experiences。Journal of Research in Science Teaching，53(4)，554-578。  new window
7.Therrien, W. J.、Taylor, J. C.、Hosp, J. L.、Kaldenberg, E. R.、Gorsh, J.(2011)。Science instruction for students with learning disabilities: A meta-analysis。Learning Disabilities Research & Practice，26，188-203。  new window
8.Wang, Y.(2011)。Inquiry-based science instruction and performance literacy for students who are deaf or hard of hearing。American Annals of the Deaf，156(3)，239-254。  new window
9.Zion, M.、Mendelovici, R.(2012)。Moving from structured to open inquiry: Challenges and limits。Science Education International，23(4)，383-399。  new window
10.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
11.Herron, M. D.(1971)。The nature of scientific enquiry。The School Review，79(2)，171-212。  new window
圖書
1.Bass, J. E.、Contant, T. L.、Carin, A. A.(2009)。Methods for teaching science as inquiry。Columbus, OH：Allyn & Bacon。  new window
2.National Research Council、Schweingruber, H.、Keller, T.、Quinn, H.(2012)。A framework for k-12 science education: Practices, crosscutting concepts, and core ideas。National Academies Press。  new window
3.Moores, D. F.(2001)。Educating the deaf: Psychology, principles, and practices。New York, NY：Boston, MA：Houghton Mifflin Company。  new window
4.教育部(2003)。科學教育白皮書。教育部。  延伸查詢new window
5.林寶貴、黃玉枝、李如鵬(2009)。聽障學生國語文能力測驗編製及相關因素分析。臺北市：教育部特殊教育小組。  延伸查詢new window
6.南一書局(2010)。自然與生活科技。臺南市：南一書局。  延伸查詢new window
7.DeRosa, D. A.、Abruscato, J. A.(2015)。Teaching children science: A discovery approach。Upper Saddle River, NJ：Pearson。  new window
8.Polloway, E. A.、Patton, J. R.、Serna, L.(2008)。Strategies for teaching learners with special needs。Upper Saddle River, NJ：Prentice Hall。  new window
9.Spencer, P. E.、Marschark, M.(2010)。Evidence-based practice in educating deaf and hard-of-hearing students。New York, NY：Oxford University Press。  new window
10.National Research Council(1996)。National Science Education Standards。Washington, DC：National Academy Press。  new window
11.Zohar, A.(2004)。Higher order thinking in science classrooms: Students’ learning and teaches’ professional development。Dordrecht：Kluwer Academic。  new window
單篇論文
1.Easterbrooks, S. R.，Huston, S. G.(2001)。Examining reading comprehension and fluency in students who are deaf or hard of hearing(ED454654)。  new window
其他
1.Lang, H. G.(2005)。Best Practices: Science education for deaf students，http://www.rit.edu/~w-msse/pages/lang/LANGSciencelitreview5.pdf。  new window
2.OECD(2003)。The PISA 2003 assessment framework: Mathematics, reading, science and problemsolving knowledge and skills，http://www.oecd-ilibrary.org/education/the-pisa-2003-assessment-framework_9789264101739-en.。  new window
3.Friedman, B. E.，Young, J. G.(2004)。Scientific inquiry: Steps, skills and action，New York, NY：Human Relations Media。  new window
圖書論文
1.Skrike, K. A.、Posner, G. J.(1985)。A conceptual change view of learning and understanding。Cognitive structure and conceptual change。New York。  new window
 
 
 
 
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