臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：開放式與結構式探究實驗活動對國小學生教室環境感知的影響
書刊名：科學教育學刊
作者：陳淑苾／張文華／陳素芬 引用關係
作者(外文)：Chen, Shu-bi／Chang, Wen-hua／Chen, Sufen
出版日期：2017
卷期：25:3
頁次：頁277-300
主題關鍵詞：小學科學教育；探究學習；教室環境；實驗活動；Elementary science；Inquiry；Classroom environment；Laboratory activity
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(0) 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:0
  • 共同引用共同引用:73
  • 點閱點閱:16
學生對教室環境的感知常會影響學生的參與情形，也可能因而影響其學習成果。本研究比較在開放式及結構式的探究實驗教學後，學生對教室環境感知的異同。研究採混合研究方法收集量化及質性資料，資料的內容包括：教室環境量表(What Is Happening In this Class, WIHIC)及學生對結構式和開放式探究學習看法的回饋寫作。教學實驗的實施是為期共10週的自然與生活科技課程，研究對象為國小五年級學生四個班級共106人，其中兩個班(N = 52)為實驗組進行開放式探究，兩個班(N = 54)為對照組進行結構式探究。量化資料分析的內容包括：關係層面的同學親和、教師支持及學生參與；個人發展層面的探究、任務取向及合作；系統維持的平等三個層面七個向度的環境感知。分析結果顯示，實驗組學生經過開放式探究的學習後，在WIHIC的七個向度中，會在同學親和和探究兩向度上有顯著提升，但對照組在結構式探究的學習後則全部都沒有顯著的改變。以ANCOVA比較兩組，實驗組在探究向度上有顯著較高的教室環境感知。此外，回饋寫作顯示多數的實驗組學生喜歡開放式探究學習，其喜歡的原因同樣集中在同學親和及探究向度上。學生認為在開放式探究課程中有較多的思考及挑戰，也是以學生為中心的學習，不僅有益於小組合作，且能培養探究能力。本研究對上述的發現，提出對學生學習、課程教學設計與研究相關的建議。
Students' perceptions of classroom environment often affect their participation and learning achievement. This study examined students' perceptions of classroom environment in open inquiry versus structured inquiry instructions. Mixed methods were employed to collect quantitative and qualitative data, including What Is Happening in This Class (WIHIC) and students' written feedback. WIHIC measured seven aspects of classroom environment, including Student Cohesiveness, Teacher Support, Student Involvement, Investigation, Task Orientation, Cooperation and Equity. Fifth graders in the experimental group (N= 52) carried out open inquiry activities. Their peer students in the comparison group (N = 54) conducted structured inquiry activities. The intervention lasted for 10 weeks. Findings suggested that the experimental group demonstrated significantly better perceptions of classroom environment on Student Cohesiveness and Investigation from the pre- to post- surveys; however, there was no significant change in the comparison group in all aspects. Moreover, the experimental group showed significantly higher perceptions than their compared peers on Investigation through ANCOVA. The written feedback showed that a majority of students in the experimental group preferred open inquiry. Students who prefer open inquiry showed keener perceptions than those who prefer structured inquiry on Student Cohesiveness and Investigation. The students made explicit that open inquiry provoked more thinking and challenges. Open inquiry is student-centered learning; it can not only benefit group cooperation but also cultivate inquiry ability. Finally, the implications of these findings on student learning, curriculum design, and future research are presented.
期刊論文
1.Chin, C.、Chia, L.-G.(2006)。Problem-based learning : Using ill-structured problems in biology project work。Science Education，90(1)，44-67。  new window
2.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
3.Wilson, C. D.、Taylor, J. A.、Kowalski, S. M.、Carlson, J.(2010)。The relative effects and equity of inquiry-based and commonplace science teaching on students' knowledge, reasoning, and argumentation。Journal of Research in Science Teaching，47(3)，276-301。  new window
4.李明昆、洪振方(20101100)。國三學生對探究性科學問題提問之研究。臺北市立教育大學學報. 教育類，41(2)，111-148。new window  延伸查詢new window
5.Brickman, P.、Gormally, C.、Armstrong, N.、Hallar, B.(2009)。Effects of inquiry-based learning on students' science literacy skills and confidence。International Journal for the Scholarship of Teaching and Learning，3(2)，1-22。  new window
6.吳坤璋、黃台珠、吳裕益(20051200)。影響中小學學生科學學習成就的因素之比較研究。教育心理學報，37(2)，147-171。new window  延伸查詢new window
7.吳坤璋、黃台珠、吳裕益(20061000)。以結構方程模式檢驗影響國小學生對科學的態度之理論模式。師大學報. 科學教育類，51(1/2)，83-106。  延伸查詢new window
8.Blanchard, M. R.、Southerland, S. A.、Osborne, J. W.、Sampson, V. D.、Annetta, L. A.、Granger, E. M.(2010)。Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction。Science Education，94(4)，577-616。  new window
9.蔡執仲、段曉林、靳知勤(20090900)。進行「巢狀探究教學模式」對國二學生學習環境感知之影響。屏東教育大學學報. 理工類，29，79-111。  延伸查詢new window
10.Gillies, R. M.、Haynes, M.(2011)。Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work。Instructional Science，39(3)，349-366。  new window
11.Furtak, E. M.(2006)。The problem with answers: An exploration of guided scientific inquiry teaching。Science Education，90(3)，453-467。  new window
12.Crawford, Barbara A.(2000)。Embracing the essence of inquiry: New roles for science teachers。Journal of Research in Science Teaching，37(9)，916-937。  new window
13.陳鴻明、張文華、張惠博(20021000)。試行自然與生活科技教學模組下學生知覺的教室社會心理環境之研究。師大學報：科學教育類，47(2)，83-103。  延伸查詢new window
14.郭文禎、張文華(20000100)。六年級學生投入實驗活動的方式。科學教育，226，2-14。  延伸查詢new window
15.游淑媚、林淑芳(20050900)。國小學生的生物腐化想法與科學教室環境知覺關係之研究。科學教育學刊，13(3)，241-262。new window  延伸查詢new window
16.Cousin, P. T.、Dembrow, M. P.、Molldrem, S. J.(1997)。Inquiry about learners and learning: Thinking about teaching through inquiry。The Reading Teacher，51(2)，162-164。  new window
17.Fraser, B. J.(1998)。Classroom environment instruments: Development, validity and applications。Learning Environments Research，1(1)，7-34。  new window
18.Germann, P. J.、Haskins, S.、Auls, S.(1996)。Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry。Journal of Research in Science Teaching，33(5)，475-499。  new window
19.Zion, M.、Mendelovici, R.(2012)。Moving from structured to open inquiry: Challenges and limits。Science Education International，23(4)，383-399。  new window
20.Keating, J.、Diaz-Greenberg, R.、Baldwin, M.、Thousand, J.(1998)。A collaborative action research model for teacher preparation programs。Journal of Teacher Education，49(5)，381-390。  new window
21.Wallace, C. S.、Kang, N.-H.(2004)。An investigation of experienced secondary science teachers, beliefs about inquiry: An examination of competing beliefs sets。Journal of Research in Science Teaching，41(9)，936-960。  new window
22.Wolf, S. J.、Fraser, B. J.(2008)。Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities。Research in Science Education，38(3)，321-341。  new window
23.Hand, B.、Treagust, D.、Vance, K.(1997)。Student perceptions of the social constructivist classroom。Science Education，81(5)，561-575。  new window
24.白佩宜、許瑛玿(20110700)。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。課程與教學，14(3)，123-156。new window  延伸查詢new window
25.吳百興、張耀云、吳心楷(20100300)。科學探究活動中的科學推理。科學教育研究與發展季刊，56，53-74。  延伸查詢new window
26.Arslan, A.(2014)。Transition between open and guided inquiry instruction。Procedia-Social and Behavioral Sciences，141，407-412。  new window
27.Berg, A.、Bergendahl, C.、Lundberg, B.、Tibell, L.(2003)。Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment。International Journal of Science Education，25(3)，351-372。  new window
28.Berry, A.、Mulhall, P.、Gunstone, R. F.、Loughran, J. J.(1999)。Helping students learn from laboratory work。Australian Science Teachers' Journal，45(1)，27-31。  new window
29.Bevins, S.、Price, G.(2016)。Reconceptualising inquiry in science education。International Journal of Science Education，38(1)，17-29。  new window
30.Dorman, J. P.(2008)。Use of multitrait-multimethod modeling to validate actual and preferred forms of the what is happening in this class? (wihic) questionnaire。Learning Environments Research，11(3)，179-193。  new window
31.Etkina, E.、Karelina, A.、Ruibal-Villasenor, M.、Rosengrant, D.、Jordan, R.、Hmelo-Silver, C. E.(2010)。Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories。Journal of the Learning Sciences，19(1)，54-98。  new window
32.Fang, S.-C.、Hsu, Y.-S.、Chang, H.-Y.、Chang, W.-H.、Wu, H.-K.、Chen, C.-M.(2016)。Investigating the effects of structured and guided inquiry on students' development of conceptual knowledge and inquiry abilities: A case study in Taiwan。International Journal of Science Education，38(12)，1945-1971。  new window
33.Gillies, R. M.、Nichols, K.(2015)。How to support primary teachers implementation of inquiry: Teachers' reflections on teaching cooperative inquiry-based science。Research in Science Education，45(2)，171-191。  new window
34.Jin, H.、Wei, X.、Duan, P.、Guo, Y.、Wang, W.(2016)。Promoting cognitive and social aspects of inquiry through classroom discourse。International Journal of Science Education，38(2)，319-343。  new window
35.Jordan, R. C.、Ruibal-Villasenor, M.、Hmelo-Silver, C. E.、Etkina, E.(2011)。Laboratory materials: Affordances or constraints?。Journal of Research in Science Teaching，48(9)，1010-1025。  new window
36.Kang, J.、Keinonen, T.(2017)。The effect of student-centered approaches on students' interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches。Research in Science Education，1-21。  new window
37.Krystyniak, R. A.、Heikkinen, H. W.(2007)。Analysis of verbal interactions during an extended, open-inquiry general chemistry laboratory investigation。Journal of Research in Science Teaching，44(8)，1160-1186。  new window
38.Luketic, C. D.、Dolan, E. L.(2013)。Factors influencing student perceptions of high-school science laboratory environments。Learning Environments Research，16(1)，37-47。  new window
39.Marshall, Jeff C.、Smart, Julie B.、Alston, Daniel M.(20170600)。Inquiry-Based Instruction: A Possible Solution to Improving Student Learning of Both Science Concepts and Scientific Practices。International Journal of Science and Mathematics Education，15(5)，777-796。  new window
40.Saunders-Stewart, K. S.、Gyles, P. D. T.、Shore, B. M.、Bracewell, R. J.(2015)。Student outcomes in inquiry: Students' perspectives。Learning Environments Research，18(2)，289-311。  new window
41.Spearman, J.、Watt, H. M.(2013)。Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls' motivations for science。Learning Environments Research，16(2)，217-238。  new window
42.Straits, W. J.、Wilke, R. R.(2002)。Practical considerations for assessing inquiry-based instruction。Journal of College Science Teaching，31(7)，432-435。  new window
43.Suárez, M.、Surez, M.、Pas, R.、Membiela, P.、Dapa, D.(1998)。Classroom environment in the implementation of an innovative curriculum project in science education。Journal of Research in Science Teaching，35(6)，655-671。  new window
44.Ural, E.(2016)。The effect of guided-inquiry laboratory experiments on science education students' chemistry laboratory attitudes, anxiety and achievement。Journal of Education and Training Studies，4(4)，217-227。  new window
45.Velayutham, S.、Aldridge, J. M.(2013)。Influence of psychosocial classroom environment on students' motivation and self-regulation in science learning: A structural equation modeling approach。Research in Science Education，43(2)，507-527。  new window
46.蘇懿生、黃臺珠(19991200)。實驗室氣氛與學生對科學的態度之關係研究。科學教育學刊，7(4)，393-410。new window  延伸查詢new window
47.Lederman, N. G.(1992)。Students' and teachers' conceptions of the nature of science: A review of the research。Journal of Research in Science Teaching，29(4)，331-359。  new window
48.Martin-Hansen, Lisa(2002)。Defining inquiry: Exploring the many types of inquiry in the science classroom。The Science Teacher，69(2)，34-37。  new window
49.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
50.林陳涌(19951100)。從經驗證據和科學理論之間的關係來探討自然科實驗教學的意義。科學教育，184，2-16。  延伸查詢new window
51.楊榮祥、Fraser,Barry(19981200)。臺灣和西澳科學教室環境的合作研究--研究架構、方法及對臺灣科學教育的啟思。科學教育學刊，6(4)，325-342。new window  延伸查詢new window
52.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
53.莊雪芳、鄭湧涇(20030600)。國中學生對生物學的態度與學習環境之研究。科學教育學刊，11(2)，171-194。new window  延伸查詢new window
54.Slezak, M.、Zion, M.(2005)。It Takes Two to Tango: In Dynamic Inquiry, the Self-directed Student Acts in Association with the Facilitating Teacher。Teaching and Teacher Education，21(7)，875-894。  new window
55.Rath, A.、Brown, D. E.(1996)。Modes of engagement in science inquiry: A microanalysis of elementary students' orientations toward phenomena at a summer science camp。Journal of Research in Science Teaching，33(10)，1083-1097。  new window
會議論文
1.Trautmann, N.、MaKinster, J.、Avery, L.(2004)。What makes inquiry so hard (And why is it worth it?)。The annual meeting of the National Association for Research in Science Teaching。Vancouver。  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。Annual Meeting of the American Educational Research Association。New York, NY。  new window
學位論文
1.賀振坤(2013)。基於5E教學策略的電子行動學習單對國小自然科學教室環境的影響：以水中生物為例(碩士論文)。國立中央大學。  延伸查詢new window
圖書
1.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
2.Norton-Meier, L.、Hand, B.、Hockenberry, L.、Wise, K.(2008)。Questions, claims, and evidence: The important place of argument in children's science writing。Portsmouth, NH：Heinemann。  new window
3.National Research Council(2000)。Inquiry and the national science education standards: A guide for teaching and learning。Washington, DC：National Academy Press。  new window
4.教育部(2000)。國民中小學九年一貫課程總綱。台北：教育部。  延伸查詢new window
5.Moos, R. H.(1979)。Evaluating educational environments。San Francisco：Jossey-Bass Publishers。  new window
6.Lawson, A. E.(1995)。Science Teaching and the Development of Thinking。Belmont, CA：Wadsworth Publishing Company。  new window
7.National Research Council(1996)。National science education standards: Observe, interact, change, learn。National Academies Press。  new window
8.許素甘(2004)。展出你的創意：曼陀羅與心智繪圖的運用與教學。台北：心理。  延伸查詢new window
9.王美芬、熊召弟(1995)。國民小學自然科教材教法。臺北：心理。  延伸查詢new window
圖書論文
1.Abrams, E.、Southerland, S. A.、Evans, C.(2007)。Inquiry in the classroom: Necessary components of a useful definition。Inquiry in the classroom: Realities and opportunities。Greenwich, CT：Information Age。  new window
2.Aldridge, J. M.(2012)。Outcomes-focused learning environments。Second international handbook of science education。Dordrecht：Springer。  new window
3.Fraser, B. J.(2012)。Classroom learning environments: Retrospect, context and prospect。Second international handbook of science education。Springer。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1197（臺灣：1167，外國：30） ／ 本年度總使用人次：1641614 ／ 訪客人次（自102年09月）：67454741
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上