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研究生:黃惠鈺
研究生(外文):Hui-Yu Huang
論文名稱:科學解釋寫作策略融入探究教學對五年級學童科學解釋的影響
論文名稱(外文):Integrating scientific explanation writing strategies with inquiry-based teaching: A case study of the fifth grade students’ scientific explanation abilities
指導教授:陳均伊陳均伊引用關係
指導教授(外文):Jun-Yi Chen
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:196
中文關鍵詞:科學解釋寫作策略、探究教學、科學解釋、科學解釋評價
相關次數:
  • 被引用被引用:12
  • 點閱點閱:889
  • 評分評分:
  • 下載下載:155
  • 收藏至我的研究室書目清單書目收藏:3
本研究係在探究教學情境中,融入科學解釋寫作策略,協助學生透過實務練習,學習使用科學解釋來說明與理解科學現象,並探討其科學解釋能力,包括:提出主張、使用證據、運用推理等三個分項能力的發展情形。其次,針對學生的科學解釋進行分類,並參酌國小課程中經常使用的科學解釋,組成科學解釋群,讓學生進行解釋評價與說明評價排序的理由,以提供科學教師作為同一課程概念教學的參考。研究收集多種來源的資料,利用科學解釋評量前後測、晤談、科學解釋寫作學習單等方式,探討學生的科學解釋能力,俾真確瞭解學生科學解釋能力的改變與成長,並以科學解釋評價問卷及晤談,探究學生評價科學解釋的依據。研究結果發現:一、學生初始多以片段的描述資料作為主張,教學後則較能針對提問內容提出較為適當且完整的結論作為主張。二、學生使用的證據來源甚廣,且經常直接擷取實驗記錄表格內的資料作為證據,教學後則較能依據主張提出與實驗結果相關的證據,且證據內容描述較為完整與適當。三、學生推理過程多不完整,教學後較能以數據資料正確且完整的推理,將證據與主張做連結,然而,仍常以直觀方式進行推理,或以自身的經驗作為推理,且推理過程易含有迷思概念。四、學生據以評價科學解釋的標準為:(一)與自己的想法一致,易於理解,(二)與生活經驗相符,(三)不同情境的通用性,(四)測量工具的使用,(五)說明個殊性與限制,(六)過程簡潔。
目次

中文摘要 ………………………………….……………………ⅰ
英文摘要 ………………………………….……………………ⅱ
目次 ………………………..…………………………………ⅲ
表次 …………………………………………………………ⅵ
圖次 …………………………………………………………ⅷ
第一章 緒論
第一節 研究背景 ………………………………………………... 1
第二節 研究目的與待答問題 …………………………………... 4
第三節 名詞釋義 ………………………………………………... 5
第四節 研究範圍與限制 ............................................................. 6
第二章 文獻探討
第一節 探究教學 ………………………………………………... 8
第二節 科學解釋 ………………………………………………...22
第三章 研究方法
第一節 研究設計 ………………………………………………...35
第二節 研究對象 ………………………………………………...36
第三節 研究流程 ………………………………………………...40
第四節 教學活動………………………………………………...42
第五節 資料收集 ………………………………………………...45
第六節 資料分析 ………………………………………………...52
第四章 研究結果與討論
第一節 學生提出主張能力的改變情形 ………………..……………...59
第二節 學生使用證據能力的改變情形 ………………..……………...73
第三節 學生運用推理能力的改變情形 ……………………..………...94
第四節 學生對於不同科學解釋的評價 …....…………………..…….115
第五章 結論與建議
第一節 結論 ….……….……………….……………………………..139
第二節 建議 ….….………….………………….……………………..148
參考文獻
中文部分 .……….………………….…………………………….150
外文部分 .……….………………….…………………………….154
附錄
附錄一 教學活動設計 …………………………………………...163
附錄二 科學解釋能力評量試題 …………………………….…...172
附錄三 科學解釋寫作學習單 …………………………………....175
附錄四 科學解釋評價問卷 ………………………………………184
附錄五 半結構性晤談題目 ………………………………………186
附錄六 日常生活科學解釋例子 …………………………………187
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