臺灣博碩士論文加值系統

本研究目的是探討九年級學生參與融入自我調整學習策略的科學本質教學前、後，自我調整學習能力與科學本質觀點有何改變，並藉由分析放聲思考任務中所展現的自我調整學習表現，進而探討學習者的自我調整學習能力與科學本質觀點的改變有何關聯。
本研究分為兩階段。階段一採準實驗設計，以九年級學生共59人為對象，分為實驗組與對照組。實驗組採用自我調整學習策略嵌入科學本質教學，而對照組則是僅接受科學本質教學，比較兩組的學生於科學本質觀點開放式問卷與自我調整學習自陳量表的差異，以了解不同教學模式學生的自陳自我調整表現(後測)有何差異，與教學前、後科學本質觀點改變的程度有何差異。
為進一步取得自我調整學習表現與科學本質觀點發展關聯更直接的證據，研究者設計放聲思考任務，以分析學習者於模擬科學家探討未知現象的科學本質小活動中，展現哪些自我調整學習策略和了解學生所展現的科學本質觀點，以分析學生的自我調整學習表現如何影響科學本質觀點。此部分，從階段一的實驗組與對照組有效樣本中以學生「自我調整學習自陳量表前測分數」，將學生分為高中低三組，從各班高分組隨機取3人、中間組取4人、低分組取3人參與階段二的放聲思考任務。
科學本質觀點開放式問卷的分析結果顯示，接受自我調整學習策略嵌入科學本質教學的實驗組學生，於科學的暫時性觀點提升人數較多。而進、退步人數比例上，實驗組學生進步的比例略高於對照組，尤其卡方檢定的結果顯示，實徵性與暫時性觀點的進、退步與嵌入自我調整學習策略與否有顯著關聯性。自我調整學習自陳量表的分析結果顯示，嵌入自我調整學習策略的課程和鷹架能夠顯著提升學生自陳自我調整學習表現，對照組則否；但推論性統計上，兩組學生在自陳自我調整學習量表的後測分數未達顯著差異。然而，分析放聲思考任務中，第二階段參與者的任務相依自我調整學習表現，實驗組展現較佳策略品質(Level 1)的人數較對照組多，呈現較差策略品質(Level 2)的人數較對照組少。另外，高自我調整學習表現的學生，進行黑箱任務時，較能監測證據的增加而精緻化推論，或發現新證據而無法以目前的推論解釋，因而判斷必須調整或進行其他的觀察略來進一步檢視結論，在事後訪談中亦較能覺察並以自己的學習經驗來支持自己的暫時性觀點。屬於高自我調整學習表現的學生中，有半數屬於建構或混合觀點，而屬於實證觀點亦有半數。當自我調整學習的品質降至中和低表現，屬於實證的暫時性觀點的學習者人數提高。
本研究顯示，於科學本質教學中融入自我調整學習教學和鷹架，可提升學習者的任務相依自我調整學習表現，並在科學知識的暫時性觀點方面，提升建構觀點的比例。在科學本質教學過程中，學習者的自我調整學習表現對其科學本質觀點的發展歷程有重要的影響。

This study investigated whether incorporating scaffolds of self-regulated learning with nature of science instruction would affect 9th graders’ skills of self-regulated learning and views of nature of science. This study took a mix-method approach. A quasi-experimental design was used at the first part of the study. Two classes of the 9th grade students, recruited from the Northern Taiwan were divided into two groups. One class of the students received an instruction and scaffolds of self-regulated learning while underwent three units on nature of science. The control group received only the units on nature of science without the instruction and scaffolds of self-regulated learning. Performances of the two groups were compared based on their level of understanding about nature of science and their score of a self-reported questionnaire on self-regulated learning. At the second part of the study, students with high (n=3), moderate (n=4), and low (n=3) scores of the self-regulated learning questionnaire, both from the experimental and the control groups, were invited to participate a black-box activity. They were to think-aloud while working through the activity in order to analyze their self-regulated skills and view about nature of science.
The results from the questionnaire for Views of NOS show that, students who received the SRL scaffolds outperformed their counterpart on the tentativeness of scientific knowledge. Results of Chi-squared analyses also showed that the incorporation for SRL scaffolds is significantly associated with learners’ changing views regarding the tentative and empirical nature of scientific knowledge. Students who received the SRL scaffolds also demonstrated a significant improvement on their SRL scores, which were not observed on students of the control groups. No difference was found between the two groups, however, on the score of the post-SRL questionnaire. The qualitive analyses showed that more students of the experimental group demonstrated better quality of SRL skills than students of the control group. The former learners were more aware of the new evidence and, therefore, refined their conclusion; they were more likely be aware of anormaly and decided to collect more evidence for evaluating their conclusion as well. The findings of the study showed that incorporating SRL scaffolds facilitate SRL skills and the soficitated view on tentative nature of scientific knowledge. More importantly, learners’ SRL skills is found to play an important role on their views about NOS.

中文提要 ……………………………………………………………………… i
英文摘要 ……………………………………………………………………… ii
致謝 ……………………………………………………………………… iii
目錄 ……………………………………………………………………… v
表目錄 ……………………………………………………………………… vii
圖目錄 ……………………………………………………………………… viii
第一章 緒論………………………………………………………………… 1
第一節 研究背景與動機…………………………………………………… 1
第二節 研究目的…………………………………………………………… 2
第三節 研究問題與假設…………………………………………………… 2
第四節 名詞釋義…………………………………………………………… 3
第五節 研究範圍與限制…………………………………………………… 3
第二章 文獻探討…………………………………………………………… 4
第一節 科學本質相關研究………………………………………………… 4
一、 科學本質／科學認識論…………………………………………… 4
二、 科學本質與科學認識論之內涵…………………………………… 4
三、 科學本質教學……………………………………………………… 7
四、 科學本質評量工具………………………………………………… 7
五、 科學本質的相關研究……………………………………………… 8
第二節 自我調整學習相關研究…………………………………………… 9
一、 自我調整學習的內涵……………………………………………… 9
二、 自我調整學習能力之評量………………………………………… 10
三、 自我調整學習與科學學習之關聯………………………………… 11
第三章 研究方法…………………………………………………………… 13
第一節 研究對象…………………………………………………………… 13
一、 研究對象…………………………………………………………… 13
二、 授課教師…………………………………………………………… 13
三、 研究情境…………………………………………………………… 13
第二節 研究設計…………………………………………………………… 14
一、 準備階段…………………………………………………………… 15
二、 資料收集階段……………………………………………………… 15
三、 結果分析階段……………………………………………………… 16
第三節 研究工具…………………………………………………………… 16
一、 教學工具…………………………………………………………… 16
二、 研究工具…………………………………………………………… 24
第四節 資料收集與分析…………………………………………………… 29
一、 科學本質觀點分析………………………………………………… 29
二、 自我調整表現分析………………………………………………… 29
三、 分析自我調整表現與科學本質觀點之間的關聯性……………… 29
第四章 研究結果與討論…………………………………………………… 30
第一節 科學本質觀點分析………………………………………………… 30
一、 科學本質觀點開放問卷分析……………………………………… 30
第二節 自我調整學習表現分析…………………………………………… 33
一、 自我調整學習自陳量表之分析…………………………………… 33
二、 任務相依自我調整學習表現之分析……………………………… 35
第三節 自我調整學習表現與科學本質觀點之關聯……………………… 37
一、 自陳自我調整學習表現各向度與科學本質觀點各向度之相關性分析………………………………………………………………… 37
二、 放聲思考任務與事後訪談分析…………………………………… 38
第五章 研究結果與討論…………………………………………………… 50
第一節 結論與討論………………………………………………………… 50
一、 融入自我調整學習策略與否，對科學本質觀點之影響………… 50
二、 融入自我調整學習策略與否，對自陳和任務相依自我調整學習表現之影響………………………………………………………… 50
三、 學習者的任務相依自我調整學習表現與科學本質觀點的關聯… 51
第二節 建議………………………………………………………………… 51
一、 對設計和進行科學本質小活動的建議…………………………… 51
二、 對於日後研究的建議……………………………………………… 52
參考文獻 ……………………………………………………………………… 53
附錄一 自我調整學習策略嵌入至各教學單元對應表…………………… 56
附錄二 「A卷、科學家的科學研究策略」……………………………… 60
附錄三 「B卷、評鑑我與科學家的差異表」…………………………… 61
附錄四 「C卷、更像科學家的改進策略」……………………………… 62
附錄五 自陳自我調整策略量表…………………………………………… 63
附錄六 科學本質開放式問卷……………………………………………… 65
附錄七 放聲思考任務學習單……………………………………………… 69
附錄八 放聲思考任務事後確認與結構式訪談大綱……………………… 71
附錄九 科學本質觀點開放式問卷編碼表………………………………… 75

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王子華、王國華、王麗龍、黃世傑 (2002)。大學普通生物學後設認知量表的發展。測驗統計年刊，10，75-100。
許國忠、王靜如 (2003) 。科學本質教學初探。科學教育研究與發展季刊，33，15-29。
葉辰楨、王國華、蔡明致 (2010)。後設認知鷹架策略融入科學探究教學之探討。科學教育研究與發展季刊，58，1-32。
陳志恆、林清文 (1998)。國中學生自我調整學習策略量表之編制及效度研究。輔導與諮商學報，30(2)，1-36。


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