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研究生:黃瑟芸
研究生(外文):Se-Yun Huang
論文名稱:實施探究教學之行動研究對提昇八年級學生科學知識觀與探究能力之影響
論文名稱(外文):An action research of inquiry instruction on 8th students’epistemology and inquiry competency
指導教授:段曉林段曉林引用關係
指導教授(外文):Hsiao-Lin Tuan
學位類別:碩士
校院名稱:國立彰化師範大學
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:2008
畢業學年度:97
語文別:中文
論文頁數:185
中文關鍵詞:知識觀探究能力巢狀探究教學
外文關鍵詞:Nested Inquiry-Based Instruction Modelepistemologyinquiry competency
相關次數:
  • 被引用被引用:17
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本行動研究的目的是探討對一班八年級學生在自然與生活科技課程中實施一年巢狀探究教學之後,學生的知識觀與探究能力的變化情形。
研究資料收集工具為「科學知識觀問卷」(蔡執仲、段曉林和林珮君,2006)和探究能力檢核表,並輔以課室錄影錄音、開放式問卷、學習單、學生晤談錄音等質性資料。研究結果顯示,進行探究教學的確能提昇學生之知識觀與探究能力。
在科學知識觀方面,學生在經歷探究教學後,在「創造性」、「應用性」、「暫時性」以及「規範性」各個向度均有正向的提昇,並在「創造性」面向達統計上的顯著提昇。在探究能力方面,進行探究教學後,在「形成問題」「設計實驗」、「圖表解釋」和「分析結果」四個面向上都有提昇,且四個面向也都達到統計上的顯著提昇。
將學生知識觀與探究能力進行Pearson積差相關分析,發現十二個向度呈現低度相關的趨勢,經由質性資料分析發現科學知識觀與探究能力是有相互影響的關係。換言之,進行探究教學讓學生對當代知識觀的理解與增進探究能力,兩者之間是有正面的功效。
The purpose of this action research was to investigate the changes of epistemology and inquiry competency of 8th graders after being incorporated Nested Inquiry-Based instruction Model in science classes for one year.
Tools used for data collection was the“Investigation of Scientific Epistemology”(Tsai, Tuan & Lin, 2006) and “The inquiry competency scoring”. In addition, the researcher collected classroom taping and recording, open questionnaires, learning sheets and interview records to collect research data. This study concluded that inquiry instruction do promote students’epistemology and inquiry competency.
As for students’scientific epistemology, the results of the inquiry instruction substantially promote students’understanding of the following features of epistemology: creativity, applicability, temporality and regularity. In students’ inquiry competency, the results also showed the same positive promotions in forming a question, designing an experiment , collecting and presenting data, and analyzing and interpreting results, and all of 4 factors achieved a significant increase in statistics results.
After processing Pearson’s correlation analysis on students’epistemology and inquiry competency, there were 12 out of 16 factors found to remain in low range tendency. Analysis of the data indicated that the results of both students’epistemology and inquiry competency were colsely influence each other. In other words, inquiry instruction enhance students’epistemology in present knowledge and promotes inquiry competency; and both the students’epistemology and inquiry competency indicated positive throughout the study.
中文摘要 I
英文摘要 II
目次 III
表次 V
圖次 VI
附錄次 VII
目次
第壹章 緒論 1
第一節 研究背景與研究動機 1
第二節 研究目的與待答問題 3
第三節 名詞釋義 4
第四節 研究限制 5
第貳章 文獻探討 6
第一節 知識觀 6
第二節 科學探究 23
第三節 探究能力 35
第參章 研究方法 43
第一節 研究對象的選取及其背景 44
第二節 研究者的背景和理念 45
第三節 研究工具 47
第四節 研究設計理念 56
第五節 研究流程 68[66]
第六節 資料的收集及資料分析 69
第肆章 研究結果與討論 73
第一節 實施探究過程中所遭遇的困難與修正策略 73
第二節 探究教學對學生科學知識觀影響之分析 104
第三節 探究教學對學生探究能力影響之分析 126
第四節 探討科學知識觀與探究能力之關係 144
第伍章 結論與建議 151
第一節 研究結論 151
第二節 建議 158
參考文獻
中文部份 161
西文部份 164
附錄 169

表次
表1-1-1:傳統科學知識觀與現代科學知識觀的比較 12
表1-3-1:不同科學本質觀的學生對科學的認識 18
表1-3-2:不同科學本質觀的學生科學學習的導向 19
表2-2-1:科學內容的重點改變 26
表2-2-2:促進探究方面的重點 27
表2-2-3:科學探究活動等級分法一 30
表2-2-4:科學探究活動分法二 31
表3-3-1:探究能力檢核表的各向度檢視 50
表3-3-2:探究能力檢核表評分實例 52
表3-4-1 知識觀引入及培養探究能力的時機與方式 64
表4-2-1 科學知識觀各面向重複量數變異數分析LSD分析比較表 104
表4-3-1 探究能力各面向重複量數變異數分析與LSD分析比較表 126
表4-4-1 學生知識觀與探究能力之相關性 144

圖次
圖2-4-1 巢狀探究教學模式 33
圖3-1-1 勒溫行動研究螺旋循環模式修正圖 43
圖3-4-1 巢狀探究教學設計流程圖 56
圖3-5-1 研究流程圖 68
圖4-2-1 科學知識觀各向度前、中、後測平均分數之統計 104
圖4-3-1 探究能力各向度前、中、後測平均分數之統計 126
圖4-3-2 前、中、後測各向度檢核分數達4分以上的人數統計 127
圖4-3-3 『形成探究問題』的探究能力各組距人數統計表 129
圖4-3-4 『設計實驗』的探究能力各組距人數統計表 132
圖4-3-5 『數據收集與呈現』的探究能力各組距人數統計表 135
圖4-3-6 A14學生的前測學習單部份內容 136
圖4-4-7 A18學生的前測學習單部份內容 137
圖4-3-8 A18學生的中測學習單部份內容 138
圖4-3-9 A18學生的後測學習單部份內容 138
圖4-3-10『分析與詮釋結果』的探究能力各組距人數統計表 139
附錄次
附錄一 國中「自然與生活科技」科學知識觀與探究能力問卷 169
附錄二 八年級探究能力檢核表 170
附錄三 探究教學活動設計學習單範例-物質的比熱 172
附錄四 科學史-質量守恆的發現 176
附錄五 知識觀晤談題目 184
附錄六 教師反思日誌 185
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