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研究生:黃琪雯
研究生(外文):Huang Chi Wen
論文名稱:實驗寫作教學對提升學生組織力與學習成效及態度影響之研究
論文名稱(外文):Study on the effects of instructions of chemistry laboratory report writing on the advance of organized ability and achievement and attitude
指導教授:邱鴻麟邱鴻麟引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:化學系
學門:自然科學學門
學類:化學學類
論文種類:學術論文
畢業學年度:94
語文別:中文
論文頁數:140
中文關鍵詞:化學實驗寫作實驗報告科學知識等質性研究者關鍵字學習單組織力準實驗研究法
外文關鍵詞: knowledge before design after
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摘要

本研究在探討化學實驗寫作教學對八年級學生實驗報告寫作組織能力與學習成效及學習科學態度的影響。
本研究採準實驗研究設計,研究對象以研究者任教的學生12人為實驗組,採科學實驗寫作教學;而另選取學生12人為對照組,採不教學,只給予學習單。研究分析方面,實驗寫作教學前後對兩組學生施以實驗報告寫作與學習成就測驗前後測,再以統計軟體來分析量化的結果,並輔以課室學習單、晤談等質性資料來說明。
經由資料分析,研究結果發現如下:
一、在實驗報告寫作組織能力及其四向度-主題聚焦、文句連貫、邏輯和發展能力中的表現,實驗組均優於對照組且達顯著差異。
二、在實驗報告中實驗紀錄和實驗建議部分寫作組織能力表現,實驗組優於對照組且達顯著差異。而在實驗目的、實驗流程和實驗原理部分則無顯著差異。
三、化學實驗寫作教學對學生概念圖學習成效會造成顯著差異。
四、根據學習單及晤談結果得知科學實驗寫作教學有助於提升學生的學習動機及主動探索科學知識,且學生對學習科學的態度是正向的肯定。

關鍵字:化學實驗寫作、實驗報告、組織力、準實驗研究
Abstract

This study explores the effects of instructions of chemistry laboratory report writing on organized abilities of students in their laboratory report writing and their achievement and attitudes toward science learning.
This study adopts quasi-experiment study design. Twenty-four eighth grade students in the author’s class participated in this study. Twelve of them was taught experiment’s writing strategy as the experimental group. The pre and posttests were administered to both groups and the students also wrote the laboratory report before and after the instruction of writing. In-depth interviews were followed.
The results showed:
1. In respect of the performance of organized ability and its four dimensions – topic focusing, context coherent, logic and development ability in laboratory report, the experimental group scored significantly higher than the control group did.
2. In respect of the performance of writing organization ability for the portion of laboratory results and discussion, and suggestions, the experimental group scored significantly higher than the control group did. However, there is no significant difference for laboratory objective, procedure, and principle.
3. Instructions of chemistry laboratory report writing make significant difference in students’ abilities of concept mapping.
4. According to the study sheets and interview results, instructions of chemistry laboratory report writing motivated students to aggressively explore scientific knowledge and they had more positive attitude toward science.

Keywords: chemistry laboratory writing, laboratory report, organized ability, quasi-experiment
目 錄
摘 要
摘要……………………………………………………………………………І
英文摘要……………………………………………………………………III
第一章 緒論
第一節 研究動機與背景……………………………………………………1
第二節 研究的重要性………………………………………………………4
第三節 研究目的與研究問題………………………………………………5
第四節 研究範圍與限制……………………………………………………6
第五節 名詞釋義……………………………………………………………6
第二章 文獻探討
第一節 科學寫作的理論基礎………………………………………………9
第二節 寫作教學策略………………………………………………………23
第三節 相關研究探討………………………………………………………34
第三章 研究方法
第一節 研究設計-教學設計理念…………………………………………38
第二節 研究流程……………………………………………………………42
第三節 研究對象……………………………………………………………49
第四節 研究工具……………………………………………………………50
第五節 資料收集與分析……………………………………………………59
第四章 結果與討論
第一節 科學實驗寫作教學對學生實驗報告寫作的組織能力的改變……69
第二節 科學實驗寫作教學教學對學生學習成效之影響…………………86
第三節 學生對科學實驗寫作教學的觀感…………………………………90
第五章 結論與建議
第一節 結論………………………………………………………………101
第二節 啟示與建議……………………….………………………………105
參考文獻
中文部分……………………………………………………………………107
英文部分……………………………………………………………………109
附錄
附錄一:實驗組科學實驗寫作學習單……………………………………114
附錄二:學習成就測驗卷前測試題………………………………………118
附錄三:學習成就測驗卷後測試題………………………………………123
附錄四:實驗報告前測……………………………………………………129
附錄五:實驗報告後測……………………………………………………131
附錄六:感受回饋問卷……………………………………………………133
附錄七:學生的學習單作答範例…………………………………………134
附錄八:學生的實驗報告寫作作品範例…………………………………136
附錄九:評分檢核表………………………………………………………138
附錄十:概念圖……………………………………………………………139
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